NationalAssociationPrincipalsofCatholicSecondarySchools[NAPCSS]

InassociationwithCatholicSecondaryPrincipalsAustralia[CaSPA]

WhitiwhitiKōrero

8th–11thJuly2017

CrownePlaza,Queenstown,NZ

AsharingofbestpracticeinTransTasmanCatholicSecondaryEducation

Programataglance

SATURDAY8thJuly2017

SUNDAY9thJuly2017

MONDAY10thJuly2017

TUESDAY11thJuly2017

Theme: SpecialCharacter Teaching&Learning Pastoral0830-0845

Prayer&Housekeeping Prayer&Housekeeping Prayer&Housekeeping

0845-1000

CaspaBoardMeeting

Workshops1A-C Workshops4A-C Workshops7A-C

1000-1030

MorningTea MorningTea MorningTea

1030-1145

Workshops2A-C Workshops5A-C Workshops8A-C

1145-1300

Workshops3A-C Workshops6A-C ClosingLiturgy

1300Registration

Lunch Lunch Departure1345-1600

AustPrincipalsdialoguewithCaSPABoardoncurrentissues

FreeTimeOthers

FreeTimeAll

NAPCSSMeetingNZFreeTimeOthers

1600-1630

Powhiri[Welcome]

FreeTimeAll1700-1800

Mass

1800-1930

WelcomeReception

CocktailParty

1930- GroupsmakeownDinnerArrangements

ConcurrentWorkshopTopics[Australianlead;NZlead].ForyourconveniencewhenRegisteringonline,youmaywishtomarkinthefarcolumnyourpreferencesforeachsession:1for1stOption;2for2ndOption.

Date Time Code Title Pref

Sun9Jul

8.45

1A CatholicSocialTeachingsintheCurriculum.

1B Buildingcapacityofleadersbeyondourleadershipteam. 1C Sustainingaschool'sCatholiccultureinasecularworld.

10.302A CharismbasedGraduateCertificateUnits 2B ThejoyoftheGospel,asseen/experiencedinourCatholicSchools 2C YouthLeadershipinCatholicSchools-engagingtheParish

11.453A Whatmakesacharismstudentfriendly? 3B ManawaMission(PB4Literation) 3C SPIREtoinspire-thejourneytowardsconnectingstaffandstudentwellbeingtolearning

Mon10Jul

8.45

4A Addressingtheneedsofdiverselearners

4B CombiningSustainabilityandHospitalityServices-fromGardentoPlate… 4C CommunityofLearning–Buildingcollaboration

10.305A Fosteringacultureofcontemporaryteachingexcellence… 5B ChangeLeadership:Lessonslearntonourjourneyofchange 5C LeadingaCatholicschoolinthosefirstfewyearsofprincipalship

11.456A MentoringofBeginningandEarlyCareerTeachers 6B EffectiveUseofDatainContinuousWholeSchoolImprovement 6C Learning’sthroughMaoriachievement

Tue11Jul

8.45

7A StaffPerformanceReviewandAppraisalprocesses

7B LeadingStrategically-BuildinganInnovativeandEnterprisingCulture 7C AchievingPositiveOutcomesforPasifikaStudents

10.308A LeadersWithaLife 8B RestorativePractices–TheListonCollegeJourney 8C Culturallyresponsiveschools

KEYINFORMATION

ConferenceVenueCrownePlazaQueenstown93BeachStreet,Queenstown9300,NewZealandPhone:+64-3-4410095 Email:crowneplaza.queenstown@ihg.com

AccommodationDelegates are invited to book their own accommodation. There are some rooms at theConference venue that have beenmade available at a special rate. Please use the code:NAPCSSwhenbooking.Queenstownhasabroadrangeofaccommodationavailablenearbytotheconferencevenue.

HospitalityThere are two social functions planned as part of the conference and are included in theregistration fee fordelegates–partnersandothervisitorsarewelcome toattendandcanpurchasetickets[$50foreachfunction]whenyouregisteronline:• Saturday8July 6.00pm–7.30pm WelcomeReception• Monday10July 6.00pm–7.30pm CocktailPartyPaymentDelegates are requested to make payment to their local Associations [NZ to NAPCSS;Australia toCaSPA]usingdirectcredit. Thecost is$400 inyour localcurrency [theslightlyhigher cost toCaSPAprincipalswill cover forexandother charges.] It is essential that youidentify your payment by including your SURNAME and INITIAL e.g. Smith. J in theDescription section of the Direct Credit details. Once payment is made your onlineregistrationcanthenbeprocessed.YouwillreceiveconfirmationofpaymentanddetailsofyourallottedworkshopsonceRegistrationscloseinearlyMay2017.

NZDelegates AustralianDelegates

Amounttobepaid

ConferenceRegistration-$400NZD[ifapplicable,PartnerticketstoHospitality-$50NZDperfunction]

ConferenceRegistration-$400AUD[ifapplicable,PartnerticketstoHospitality-$50AUDperfunction]

BSB-A/CNumber

02-0536-0359695-00 062-786-25808

A/CName NAPCSS CASPA

OnlineRegistration• Opens:1March2017andCloses:1May2017• Eachdelegateneedstoregisterandpayseparately–however

thosewithpartnerswillbeabletoincludepartnerdetailsandbookhospitalityontheoneregistrationform

• Aspartoftheregistrationprocessyouwillbeinvitedtoindicateyourpreferenceforeachworkshopsession,sopleasereadtheWorkshopoutlinesandmakeyourchoicebeforecommencingtheregistration

• ClickontheURLbeloworuseQRCodeforOnlineRegistrationhttp://www.eSurveysPro.com/Survey.aspx?id=9bad4691-1a94-4b40-9543-740a6d1c5316

WORKSHOPOUTLINESSunday9July,8.45–10.00am[Pleasechooseoneofthefollowing]

[1A]CATHOLICSOCIALTEACHINGSINTHECURRICULUM.

Assisi Catholic College has embarked on a project, in collaboration with Australian CatholicUniversity- Brisbane, that will see the embedding of Catholic Social Teachings (CST) incurriculum areas other than RE. The project has been an extension of Brisbane CatholicEducation’sStrengthenCatholicIdentityStrategyandtheBCELeuvenProject.AgroupofstaffmembershavetrialedunitsinvarioussubjectareasandyearlevelsandAssisiisnowmovingtowardsembeddingCSTintothemajorityofunitsdevelopedwithintheCollege.A common understanding of CST amongst the staff has been an integral part of thedevelopment of this project. This workshop will look at some of the trial classes and theprofessional development of staff needed to enable quality learning and teachingopportunities.

MichaelLaidler,AssisiCatholicCollegeQLD38 years experience in Catholic Education. 10 years in Victoria.28 years inQueensland:Principal-AssisiCatholicCollege(2016-)Principal-StMichael’sCollege(2010-15) Head of Campus- Assisi Catholic College (2009) Deputy Principal-MarymountCollege(2000-08)

[1B]BUILDINGCAPACITYOFLEADERSBEYONDOURLEADERSHIPTEAM.

In2016Ichallengedmembersofourleadershipteamtoreflectontheincreasinginvestmentoftime andmoney into developing the leadership skills of our staff. Their honest reflectionsconfirmed my belief that we had the experience and skills to create our own dynamicprofessionallearningforouraspiringleaders.Inresponsetothiswehavedevelopedafive-partleadership serieswhich commences in term two and is available to all staff. The serieswillexplore the skills each staff member has, examine how to develop these skills, develop ashared vision, sustaining relationships, maintain the “course” and look at where their nextstageofgrowthwillcomefrom.ThisworkshopisdesignedtosharewhatishappeningatCCW,aswell as opening rich conversations aboutother approaches to leadership development inschoolacrossAustraliaandNewZealand.

DarrenHovey,CatholicCollege,WodongaVICIamcurrentlyinmy4thyearasPrincipalofCatholicCollege,Wodongawhichhas1160 students and 150 staff located inNorth East Victoria. I have heldDeputyPrincipalpositions in twoother regionalCatholicSecondarySchools,aswell asActing Principal of a Catholic Primary School. I spent 9 years teaching in twoCatholic primary schools before moving into secondary education. I live inWangarattawithmywifeBelandourchildren.

[1C]SUSTAININGASCHOOL’SCATHOLICCULTUREINASECULARWORLD.

TheCatholicschoolsystemneedstodeterminehowitwillrespondtotheincreasinglysecularculture in New Zealand and its impact upon the Catholic culture of the school. ThesafeguardingandenhancingoftheCatholicculturewaswhyaCatholiceducationsystemwasestablishedinNewZealandanditbecameacrucialaspecttoprotectwhentheCatholicsystem

integrated with the State system in the early 1980’s. The current approach towardssafeguardingandenhancingtheCatholiccultureisorientatedtowardsensuringthatthereisacriticalmassofstudents, familiesandstaffalignedwiththedesiredvaluesandpracticesandideally,theyareallactivemembersoftheirparishcommunityoffaith.Thiscommunityoffaithisdiminishinginsizeandactiveparticipationandthereisalong-termpatternofmoststudentsendingtheiractivecommitmenttoChurchoncetheygraduate.Along-termconsistentfailurerate of that magnitude is unlikely to be addressed by doing more of the same. Change isrequired.ThispresentationconsiderstrendsandpossiblealternativeapproachesforaCatholicschool. While it has a NZ focus, the questions raised and the alternatives have widerapplication.

RichardStanton,PompallierCatholicCollege,WhangāreiIhavebeenateacherofteenagersfor32yearswithinNZandAsia.Ihaveformanyyears,taughtandledReligiousEducationwithinNZCatholicsecondaryschools.Current Principal of Pompallier Catholic College, Whangarei.Ahusband, father and grandfather with high hopes for salvation but noexpectationofcanonisation.

Sunday9July,10.30–11.45am[Pleasechooseoneofthefollowing]

[2A]CHARISMBASEDGRADUATECERTIFICATEUNITS

Most Catholic Education authorities have prescribed professional learning requirements. InmanycasesitistheequivalentofGraduateCertificateaccreditedunits.So,inacongregationalschoolsettingwhynotconstructacharismbasedMethodologyunit?Ihavebeenprincipalofboth a Lasallian andMarist school in recent years andworked on the development of suchunits.TheunitswereaccreditedbytheUniversityofSouthAustralia.Theaimofthesecoursesis toresearch, explore and applya range of contemporary educational principles andapproacheswithin the learningenvironment. The art and scienceof education is consideredfrom a Catholic perspective, in the Marist and Lasallian traditions, reflecting a specificunderstandingofthehumanperson.Participantsreflectonkeylearningprinciplesanddevelopprofessionalpractices in the lightof theseprinciples. They critically reflectupon theways inwhichtheCatholicunderstandingofthehumanperson impactson learning intheirMaristorLasallianschoolenvironment.Thisworkshopwillprovideanoverviewoftheseunitswhichcanbeusedasapossiblemodelforothersuchcourses.

SteveByrne,SacredHeartCollege,SA2017 will be my fifth year as Principal at Sacred Heart College (MaristBrothers) having been Principal at Sacred Heart College Middle Schoolfrom 2001-2004. I was Principal at St Michael's (De La Salle Brothers)HenleyBeachforeightyearsinbetween.IgrewupinBankstown(Sydney)attendingaDeLaSalleschool,wenttoCCEatCastleHillwhereIfirstgot

to know the Marist Brothers - other than on opposing rugby league teams! My currentcommitments include a collaboration project with Catholic Education South AustraliaamalgamatingSacredHeartandMarymountColleges,theMaristAssociationCouncilandI'veworked on numerous Commissions, Councils and committees - local, State, National andInternational.Ienjoyreading,coastalwalksandSUPsurfing.Familytimeisprecious.WeliveinHallettCoveonthecoastsouthofAdelaide.

[2B]THEJOYOFTHEGOSPELASSEEN/EXPERIENCEDINOURCATHOLICSCHOOLS

IntheApostolicExhortationEvangeliiGaudiumPopeFrancistellsusthat"truefaithintheSonofGodisinseparablefromself-giving,frommembershipinthecommunity,fromservice,fromreconciliationwith others. “How is "the Joy of the Gospel" experienced in our 21st CenturyCatholicsecondaryschools?Thisworkshopwillcover:(I)theinspirationofEvangelliGaudium(15mins)(ii)a frankassessment (joyousandchallenging)ofoneNewZealandCatholicboys'boardingschool, through inclusion, student leadership, pastoral care, discipline, curriculum and theschool's"reputation"(30mins)(iii)anopportunityforkorero/discussion(30mins).

GerardTully,StPatrick’sCollege,SilverstreamIamtheRectorofStPatrick’sCollege,SilverstreamandthecurrentPresidentof the NAPCSS. I have taught in 3 state and 2 state integrated (Catholic)schoolsintheWellingtonarea,rangingfromdecile1todecile10.Myteachingsubjects were Maths and Physical Education. Was a previous Rector of StPatrick's College Wellington. Also spent two years as Head Teacher ofChallengeCollege,aCatholic11pupilalternativeeducationprovider.

[2C]YOUTHLEADERSHIPINCATHOLICSCHOOLS-ENGAGINGTHEPARISH

Empoweringstudentstobeeffectiveyoungcatholicleaderswithinthecollegecommunityisalongtermprocess. Itbeginswhenstudents first jointheschoolcommunityandcontinuesasthestudentsmovethroughintotheseniorcollege.Itmeanshavingavisionofwhatthislookslikefortheschoolcommunity,staff,parentsandParish.Itthenrequiresalloftheseagenciesworking together.AsaCollegeweareona journeyandhavehadsuccesswith thestudentstakingonseniorleadershipsrolesintheseniorcollege.Wearenowexpandingtheleadershipopportunities the students get across the school community with the senior studentsmentoringthejuniors.Atthesametimeweareseeinganincreaseinthenumberofstudentsinboth the senior and junior college who have not had the opportunity to complete asacramental programme, doing so. Our students have the opportunity to participate in theYoungCatholicLeaderstrainingandtheMaristLeadersForuminYear13howeverthisisattheendoftheirschoolingandourinitiativeisaboutprovidingopportunitiesforleadershipacrosstheschool.

GrantMiles,ChanelCollege,MastertonI grew up in Marton, a small town in the Rangitikei. I completed teachertraining inAucklandreturningtoteachatRangitikeiCollegeforelevenyears,the last 5 as HOD Technology. I moved toWellington and taught at PetoneCollegeandthentoStPatrick’sCollege inWellington.FromthereImovedtoGarin College as a Head of Faculty with additional responsibilities as an

Assistant Principal with NZQA and NCEA responsibilities before becoming an adviser forSupportServicesatChristchurchCollegeofEducation.AfterthreeyearsadvisingIreturnedtoschoolatVerdonCollegeinInvercargillasDeputyPrincipalpriortotakingupmycurrentroleasPrincipalofChanelCollege.

Sunday9July,11.45–1.00pm[Pleasechooseoneofthefollowing]

[3A]WHATMAKESACHARISMSTUDENTFRIENDLY?

Whatelementsofareligiouscharismresonatebestwithstudents,especiallyboys? After37years in Catholic secondary schools under the umbrellas of six different orders’ charisms,Martin Chamberlain shares his views on the efficacy of the charism in his presentenvironment. As principal of Francis Douglas Memorial College in New Plymouth, NewZealand,MartinwillprovideasummaryofthecharismofStJohnBaptistdeLaSalleandsomeelementsof itthatarepartoftheLasallianeducationofthe800boys inhisschool. Hewilltheninvitereactionanddiscussioninorderforparticipantstosharetheirowneffectivegemswith the group to discern what may be modified for use in their own boys’, girls’ or co-educationalschool.

MartinChamberlain,FrancesDouglasMemorialCollege,NewPlymouthMarriedwith twodaughters. Taught in fourCatholic secondary schools - allwith boarding hostels. The first three appointments were co-edschools. FDMCisthefirstsinglesexschool. Privilegedtoserveunderthesecharisms: Mercy, Rosminian, Dominican, Christian Brothers, BrownJosephites,DeLaSalle.

[3B]MANAWAMISSION

SacredHeartGirls’College,ManawaTapu,isaYear7-13Catholicgirls’collegeof700studentsundertheRNDM(ReligieusesdeNotreDameMissions) tradition. Assuch,wearecalledtocontinuetheMissionoftheRNDMsistersandtobearwitnesstotheGospelValuesastaughttousbyJesus.ManawaMissionistheSacredHeartGirls’College,NewPlymouthNZ,iterationoftheMinistryofEducationPB4LSW(PositiveBehaviourforLearning-SchoolWide).Followthe implementation of Sacred Heart’s relational and restorative approach to studentmanagement from its inception two years’ ago in an example of instigating, implementingandembedding institutional change, all thewhile ensuring charism is inextricablywoven inthisculturallyresponsiveand inclusive initiative.Punitiveresponsestostudentmanagementhave been ousted, matrices for positive expectations have been developed; expectationshavebeenexplicitlytaughtandarewardssystemestablished.Instancesofhurtorharmareaddressed from a restorative perspective. There have been no instances of studentsuspension and/or exclusion from the college in the time of the present Principal’s tenure.SacredHeartGirls’CollegeLivetheMissionthroughAko,ManaakitangaandWāhineToa. InLiving theMission through Ako,we take every opportunity to learn. In Living theMissionthrough Manaakitanga, we respect and love one another. In Living the Mission throughWahineToawerespectandloveourselves.

PaulaWells,SacredHeartGirls’College,NewPlymouthPaulaisthePrincipalofSacredHeartGirls’College,NewPlymouthNZ.Sheis in her third year at the college, following a four-year period as DeputyPrincipal of InglewoodHigh School, a co-educational state school in ruralTaranaki. Paula has been in education for 16 years, following time spentparentingherthreechildrenandhavinghadaformercareerinthefinancial

sector. Shehasapassionforassistingadolescents ingrowing intothebestselvestheycanpossiblybe.

[3C] SPIRE TO INSPIRE - THE JOURNEY TOWARDS CONNECTING STAFF AND STUDENTWELLBEINGTOLEARNING

InourpresentationwewillPositiveEducationjourneywewilloutlinethechallengeinfindingaframeworkthatencompassedourdesiretolinklearningandwellbeinginaCatholiccontext.We will examine the SPIRE Framework and why we chose it over the more establishedPERMAFramework.Wewill thenexaminehow it fits inwithSydneyCatholicSchoolsand itstrategic directions. Sydney Catholic Schools has launched its new Strategic Priorities withStaffandStudentWellbeingbeingnumberthreesothedirectionweweretakingneedtofitintothisdirection.Oneofthebiggestchallengeswehadwastoprofessionallydevelopstaffinorderforstafftobe confident enough to deliver the content in real time (any time and/or any place) aswebelievethatwellbeingandlearningshouldnotbeseparated.ProfessionalDevelopmentofstaffwasapriorityandweundertookarangeofworkshops.StephenKennaughandJohnDunn,DeLaSalleCollege,Ashfield,NSW

StephenKennaughisPrincipalatDeLaSalleCollegeAshfield. It isanallboysschool in inner citySydneywitha real commitment to incorporatingpositivepsychology intostudent learningandwellbeing.Stephenhasrecentlystartedhis EdD in the field and believes that incorporating positive psychology intoregularschoolpracticewillaid indecreasinganxietyand increasingresilienceinouryoungmenandwomen.JohnDunnistheDirectorofFaithandMissionatDeLaSalleCollegeAshfield.Johnencompasseswellbeingintoallpartsofhislifeandincorporatesthatintohis vocation. John read JohnKabat-Zinn's Full Catastrophe Livingmany yearsagowhichinfluencesgreatlyhislifestyleandpractice.

Monday10July,8.45–10.00am[Pleasechooseoneofthefollowing]

[4A]ADDRESSINGTHENEEDSOFDIVERSELEARNERSATMARCELLINCOLLEGERANDWICK

“Diversityisaboutallofus,andaboutushavingtofigureouthowtowalkthroughthisworldtogether.” JacquelineWoodson.DiverseLearningatMarcellinCollege strives to cater foranarrayof student learningneeds throughexplicit andembeddedprograms in all areasof thecurriculum. This workshop will outline and explain 3 of these key programs that focus onEnrichment and/or Literacy.Wewill give a brief context ofMarcellin College, a rationale forintervention including reference to contemporary data, a history of the evolution of theseprograms,anoverviewofhowtheyareimplemented,andmostimportantly,anevaluationoftheireffectiveness.Theprogramswewilllookatare:TheNewmanEnrichmentProgram-TheNewmanProgramisdesigned for all Key Learning Areas in Years 7 to 10, offering learning experiences aimed atchallenging and enriching student learning. These enrichment opportunities are based ondepth,density,diversityanddifficulty; IntegratedLiteracyacrossall stagesandKeyLearningAreas–Overtimestaffexpertisehasbeenenhancedbybuildingupresourcesandproducingexplicit literacystrategieswithinsubjectareasandstages;Year 12Literacy inpreparation forthe Higher School Certificate (HSC) - The Year 12 Literacy Program atMarcellin College is aunique initiative that is a teameffort requiring support fromall senior teachers and SubjectCoordinators.TheProgramenhancesourYear12studentsskillsbyfocusingonandpreparingforthewritingandreadingdemandsoftheHigherSchoolCertificate.

A key focus running through the workshop will be the importance of the commitment ofCollegeleadershiptothisareaandthenecessityofprovidingsubstantialprofessionallearningfortheteachingstaff.

JohnHickeyandJennyDove,MarcellinCollege,NSWJohniscurrentlyinhisthirdyearasPrincipalatMarcellinCollegeRandwickinSydney.Marcellin is a Catholic school in theMarist tradition and caters for1,000boysYears7-12.PriortothishewastheHeadoftheSeniorCampusatXavierCollege,thelargestCatholicSchoolinMelbourne.Inall,Johnhasheldsenior leadershippositions inCatholicschools inSydneyandMelbourneforthe past twenty one years. John has completed post graduate studies in

Religious Education andEducational Leadership.Hehas a particular interest inwhat ismosteffectiveinengagingboysintheirleaningandthestructuresthatsupportstafftoachievethis.

JennycurrentlyholdsthepositionofDiverseLearningCoordinatoratMarcellinCollegeRandwickinSydney.Inall,JennyhasthirtyyearsexperienceinCatholiceducation and formuchof that timehasbeenat the forefrontof addressingtheneedsofstudentsatbothendsoftheacademicspectrum.Jenny, through her interest in diverse learning needs has completed postgraduate studies in Literacy, Special Education and Gifted Education. Her

current role relies heavily on the expertise she has developed in the integration of subjectspecificskillsbasedliteracyprogramstosupportthevarietyofstudentlearningneeds.Jennyisalsotheauthorofaseriesofsubjectspecificliteraryresourcesforsecondaryschools.

4B]COMBININGSUSTAINABILITYANDHOSPITALITYSERVICES-FROMGARDENTOPLATEANDBACK

[4C]COMMUNITYOFLEARNING–BUILDINGCOLLABORATION

SharingthelearningjourneyofthedevelopmentofaCommunityofLearning(CoL)foragroupof Catholic schools on Auckland’s North Shore. What are our underpinning beliefs aboutlearning that have guided the formation of this CoL?What are someof the theories behindhowwebuildcollaborationandbringaboutmeaningfulandsustainablechangeforimproved

Healthybodiesaretheperfecttemplatetocreateahealthymind.AtMericiCollegewehavecreated and established a healthy eating and drinking policy, social action and fundraisingpolicyandanamazingcanteenthatsuppliesvalueformoneymealsanddrinkswithoutartificialflavours,coloursorpreservatives. Ingredientsaresourcedfromourkitchengardenandfruit,meatandvegetablesaresourcedfromlocalmarkets.MealsarecreatedbystaffandstudentsinourstateoftheartTradeTrainingCentre.Avarietyofplatesareservedeachday,cafeteriastylewithnopackaging.Studentsalsohavetosorttheirscrapsintovariousbinsforcompostandrecycling.Thisholisticapproachensuresstudentsareawareoftheimpactofpaddockandpasturetoplateandbeyond.

LorettaWholley,MericiCollege,ACTLoretta is the principal of Merici College, an all girls Catholic school inCanberra,ACTandhasbeentheresince2013.PriortothisLorettaworkedinSystemandindependentCatholicSchoolsasaTeacher,ReligiousEducationCoordinatorandDeputyPrincipalinPerth,WesternAustralia.Lorettaholdsthe qualifications of Bachelor of Arts in Education (ECU), Bachelor ofEducation (NDA), Masters of Religious Education (NDA) and is currentlyundertakingaMasterofEducationalLeadershipatACU.

learningoutcomes forour students?Howhas these theoriesworked inpractice? While thisCoL isstill intheearlystagesofactual implementation,whathavebeentheenablersforthisCoLandwhathavebeensomeofthebarriers?

ChristineAllen,CarmelCollege,AucklandI have been a principal for nearly 7 years and I am currently the principal ofCarmel College, a Catholic girls’ college on Auckland’s North Shore. I amcurrently appointed to a two year term as theNorth Shore Catholic SchoolsCoLleader. IampassionateaboutthepossibilitiesthataCatholicCommunityof Learning can offer our Catholic students to build a wider yet moreintegratedfaithcommunity.

Monday10July,10.30–11.45am[Pleasechooseoneofthefollowing]

[5A]FOSTERINGACULTUREOFCONTEMPORARYTEACHINGEXCELLENCE

LourdesHillCollege(LHC),anindependentCatholicsecondarygirls’schoolinBrisbane,is

fosteringacultureofcontemporaryteachingexcellencethroughitsnewly-establishedCentre

forInnovation,TeachingExcellenceandLeadership(CiTEL).Inthisworkshop,Principal,Ms

RobynAndersonwilloutlinethedevelopmentofCiTELandexplorethepossibilitiesforits

future.

CiTELcomprisesstate-of-the-artspaceswithleadingedgetechnologywherestaffcan

collaborate,researchandsharepracticeoncampus.ThevisionforCiTEListoprovideaphysical

andavirtualpresencewhereeducatorscanmeetandcollaboratetowardsadvancingteaching

excellence.CiTEL’sfocusonexternalengagementanddevelopingpartnershipswithother

schools,institutionsanduniversitiesisalsoimportanttoextendingitseducationalnetwork.

PriortotheofficiallaunchofCiTELasaphysicalspaceinFebruary2017,theCentreconducted

itsfirstmajorproject,the‘LHCLearningFuturesProject’,in2016.Throughconsultationand

engagementwithawiderangeofareasoftheCollegecommunityandbeyond,thisproject’s

primarypurposewastoanswer"thebigquestion":Whatwill/should/canlearningandteaching

looklikeinLHCclassroomsandthebroaderlearningenvironmentinthefuture?

ThefindingsfromthisstudyhavebeenusedtoinformstrategicdirectionfortheCollege,

resultinginthedevelopmentofthenewLHCLearningFramework.

RobynAnderson,LourdesHillCollege,QLDRobynhas served inSeniorLeadershippositionswithinCatholicEducation forover 20 years, most recently as Principal of Lourdes Hill College since 2010.DuringhertimeasPrincipaloftheCollege,shehasseentheschoolgrowfromapproximately700studentstoitscurrentpopulationof1250.Robynhastaughtand worked at both co-ed and single sex schools in Queensland includingVillanovaCollege,ChisholmCatholicCollege,BrigidineCollegeandLourdesHill

College.Robynhasapassionforeducatingyoungpeopleandhasafocusoninclusionineveryschool where she has worked. She is also passionate about staying in touch with trends ineducationalresearchtoensuretheCollegeisattheforefrontofbestpractice.

[5B]CHANGELEADERSHIP:LESSONSLEARNTONOURJOURNEYOFCHANGE

Overthepast8yearswehavegonethoughsignificantchangesattheCollegethathavetakenusfromaschoolreceivingyearlyEducationReviewOfficevisitstonowbeingonthe5Yearvisitcategory.Wehavelearntmanylessonsalongtheway,goodbadandindifferentandchangedthewaywe lookateducatingour students for their future. The focusof thispresentation isabout change leadership rather than change management and tends to follow the MichaelFullanmodelofMotionLeadership,whereyoustartwiththedoingratherthantheory.Movingan institution forwardonegroup at a time tobring about the sustainable change that reallysetsupourstudentstoachievesuccessboth inandbeyondschool.Wereferto itasbuildingtheaeroplanewhileactuallyflyingit!Itisbothexcitingandterrifyingatthesametime!

DavidOlivier,StPeter’sCollege,PalmerstonNorthDaveOlivier,MBA,BA,B.Ed.PrincipalofStPeter’sCollegePalmerstonNorth forthepast9Years.HavebeenaPrincipalofavarietyofschoolsforthepast18yearsmostofwhichhavebeeninCatholicSchoolsbothinNewZealandandSouthAfrica

[5C]LEADINGACATHOLICSCHOOLINTHOSEFIRSTFEWYEARSOFPRINCIPALSHIP

Iwasrecentlyreferredtoason‘oldhand’havingcompletedjustover3yearsofPrincipalshipbut Istill feelanythingbut. Idon’tthink Iamalone inthis.CopresenterNixonCooper isalsorelativelynewtothisrole.Sohereisanopportunitytosharethejourneywithothersandlookatsuchtopicsas-thebesttipsthathavekeptyousane,theimpactofPrincipalLeadershiponyourown faith journey, - responding to the call ofPopeFrancis – challenges that comewithleading your faith community – is there life outside my office. We are looking forward tofacilitatingthissessionofsharingandsupportingothersaswewalkthisjourneytogether.

BernadetteStockman,StMary’sCollege,AucklandBernadette Stockman is Principal of St Mary’s College, a Year 7 to 13 girlsschoolof 1000 incentralAuckland,aroleshetookon3½yearsago.Shehadpreviouslyworked as a DP at Baradene College and prior to that taught in alarge co-ed high school of 2300 students. Bernadette trained as a primaryschool teacherat LoretoHall, Catholic TrainingCollege, taught in theprimarysystemandthenwasastayathomemumformanyyearstobringupherfamily

of4.ShehasaBachelor’sDegreeinVisualArtsandrecentlycompletedaMastersinEducationalLeadership which she studied part time over the past 8 years while working fulltime.Bernadette is particularly interested in Pastoral Care of staff and students and the use oftechnologyineducation.

NixonCooper,RosminiCollege,AucklandTeaching for 35 years in Auckland except for a brief spell in theUK.Over 20yearsinCatholiceducation.ThirdyearasPrincipalafterhavingbeenDPfortheprevious12years.

Monday10July,11.45–1.00pm[Pleasechooseoneofthefollowing]

[6A]MENTORINGOFBEGINNINGANDEARLYCAREERTEACHERSWORKSHOP

When a new teacher enters a school for the first time following graduation, the uncertaintyfaced is more extreme than in any other profession, because the new teacher assumes fullpedagogical and legal responsibility as soon as they enter the school (Tynjälä & Heikkinen2011).The drive to move from ‘uncertainty’ to confidence in one’s ability is behind theimplementation of the Mentoring of Beginning and Early Career Teachers Program at StMargaretMary’sCollege,Queensland.Participantsinthisworkshopwillengagewithideasandstrategies to address ways which schools deliver care and support for these new teachers,developing a culture of mutual respect and acknowledgement of the effort, progress andachievement attainedby thenewestmembersof staff.It is our hope that thisworkshopwillinitiatedialoguearoundthewaysnewteachersaresupportedtobelongandfullyengageintheprofession.Inorderforthenewteacherstofeelconfidentandcompetenttheyneedtobesustainedby–and be able to sustain – relationships based onmutual trust, respect, care and integrity (LeCornu2013).TruetothespiritofKorero2017,theintentionistoprovidestimulusbywayofintroducingourprogram and lead on to a full discussion around how this is achieved in other secondaryschools,aswell.

KathleenPark,StMargaretMary’sCollege,QLDPrincipal (2012-Present) – St Margaret Mary’s College (Catholic Girls’ SecondarySchool).Principal(2006-2011)–StPatrick’sCollegeTownsville(CatholicGirls’Dayand Boarding School). Head of Senior School (2001-2005) – St Aidan’s AnglicanGirls’School(P-12,IndependentGirls’School)

[6B]EFFECTIVEUSEOFDATAINCONTINUOUSWHOLESCHOOLIMPROVEMENT

Researchintoschooleffectivenessandimprovementisreliantonapolicywhichgivesprioritytoinvesting in teacher professional development, especially in teacher quality. Any attempt toimprove schools, needs to beginwith an understanding ofwhat happens in the classroom.Aschool culture focused on continuous improvement of student outcomes needs to beunderpinnedbyindividualteacherinitiativesinimprovingtheirclassroomlearningenvironment.The use of action research as a tool for improving classroom learning has highlighted thebenefits of teachers as researchers focusing on teacher practices and skills in their ownclassrooms. Teachers’ involvement in action research in a collaborative school environmentoftenhaveameasurableanddirectimpactontheclassroomlearningenvironment,especiallyintheareasofstudentachievement,behaviourandequity.Using a coeducational secondary school in South Australia as a case study, this presentationprovidesinsightsintoeffectivestrategiesforimprovinglearningenvironmentsbasedonteacherprofessional development. This mixed-methods study involved a three-year whole-schoolteacheractionresearchprojectwith2673studentsin171classes.Analysisof thedata indicatedstatistically-significant improvements instudents’perceptionsofthe learningenvironmentandtheirself-efficacyoverathree-yearperiod.Qualitativedatafromclassroom observations and discussion groups supported and embellished the quantitativefindings.

[6C]LEARNINGSTHROUGHMĀORIACHIEVEMENT

Māori underachievement has long been a source of controversy and has generated manydifferentapproaches tobothunderstandingand responding to the issue.However, it ismorepurposeful to approach the issue from a constructive paradigm and identify the factors thatenable success forMāori learners. IndeedMāori achievement is a National Education Priority(NEP). So what are the key cultural, social and pedagogical aspects which impact on Māorieducational success? Three significant factors underpin Māori success; whānau, teacher andlearner factors are the lens into success for Māori learners. Cultural concepts such asWhanaungatanga (relationships), Manaakitanga (respect and hospitality), and Kotahitanga(reciprocal engagement) are pivotal to understanding and making a difference for Māorilearners.AjourneysharedwithafocusonusingaframeworkforimprovingculturallyresponsiveleadershipandteacherpracticetoensurethatMaorilearnersenjoyeducationalsuccessasMaori.WeknowthatwhatworksforMaoristudentsalsoworksforallstudents,includingPasifikastudents.SomeideasonengagingwithMaoriwhanau(family)tohavepurposefulcollaborationandworkinpartnershiptowardssupportingMaoristudentstosucceed.‘Eharatakutoaittetoatakitahi,engarihetoatakitini’Mysuccessisnotthroughindividualendeavourbutratherthroughcollectiveeffort

SteveBryan,SacredHeartCollege,NapierSteveBryan,PrincipalofSacredHeartCollegeNapierfor11years.Witha25%Māorirollachievementhasahighprioritywithintheschoolwidegoalsofthecollege.Foundedin1867bytheSistersofourLadyoftheMissions,SacredHeartcelebratesits150thjubileethisyear,2017.LouiseMoore,SanctaMariaCollege,AucklandIampassionateaboutmakingadifferenceinthelivesofothersandwhatbettervocationtodothatinthroughteaching.Ithasbeenajourneythathasspannedsomeconsiderableyearsnowwithexperienceworkinginboththeprivateandpubliceducationsysteminseveralcountries.ThisismythirdyearatSanctaMariaCollegeasPrincipalandthetransitionhasbeenbothabusybutexcitingtime.Priortothismove,IwasPrincipalofastateco-educational

PaulRijken,CardijnCollege,SAPaulRijken isPrincipalofCardijnCollege;aCo-educationalCatholicSecondarySchool located South of Adelaide in South Australia. The College has twocampuseswithamaincampusof900students inanacademicstreamand155studentsatitssecondcampusinavocationalandtechnicalstream.TheCollegehas an in-house RTO and also trains 90 apprentices. Paul has worked closely

withCurtinUniversityinLearningEnvironmentsandpresentedhismajorresearchstudiesinthearea of Project-based Learning and Teacher-Action Research at the annual meetings of theAmerican Educational Research Association in Chicago andWashington. Hewas awarded theSpringer Award for best paper in 2014. He is currently leading research in this field with 15CatholicSecondarySchools inSA.Paul isarecipientoftheACELEducationalLeadershipmedalforservicestohisschoolandtheCatholicsectorandwasappointedasaFellowofACELin2013.HeiscurrentlytheChairoftheAssociationofPrincipalsCatholicSecondarySchoolsinSAandaCommissioneroftheSouthAustralianCommissionforCatholicSchools.

schoolfor12yearsandIamenjoyingthereturntoserveinCatholicschooleducation.

Tuesday11July,8.45–10.00am[Pleasechooseoneofthefollowing]

[7A]StaffPerformanceReviewandAppraisalprocesses

“Teacherqualityisthesinglemostimportantschoolvariableinfluencingstudentachievement”(OrganisationforEconomicCooperationandDevelopment[OECD],2005).Raisingteacherperformanceanddevelopingateacher’spedagogyshouldthenbeseenasapriorityintheworkofaschoolanditsleadershipteam.AtThomasCarrCollege,TarneitwelooktoAITSLwhichproposethreebroadphasesofschoolperformanceappraisal:reflectionandgoalsetting,professionalpracticeandlearningandfeedbackandreview.Indevelopinganenvironmentofcollegialtrustandacultureofstrivingforschoolimprovement,wealsoappreciatethateffectiveappraisalonlyoccurswhenwegetthebalancerightbetweenassessingperformanceandassistingpersonaldevelopment.

AndrewWatson,ThomasCarrCollege,VicAndrewwasappointedasthethirdPrincipalofThomasCarrCollege,aCatholicCo-educationalCollegelocatedinTarneit,asouthwesternsuburbofMelbourneVictoria.Priortothisappointment,hewasPrincipalofMercyRegionalCollegeinCamperdown,inregionalVictoriaforsixyears.Andrew'svisionforThomasCarrCollegeseekstoimprovelearningandteaching

anddevelopingtheuseoftechnologyacrossallareasoftheCollege.TheCollegeisalsohalfwaythrougha$22millioncapitaldevelopmentplan.BeforehisappointmentasPrincipal,AndrewheldnumerouspositionsofleadershipatStPatrick’sCollegeduringhis9years.In2003hewasappointedtheinauguralHeadofSeniorSchool.AndrewcommencedhisteachingcareerinCairnsatTrinityAnglicanSchoolaftercompletingaBachelorofBusinessandaGraduateDiplomaofEducation.HehassincegoneontocompleteaMasterofEducationandin2007obtainedaDoctorateofEducationfromtheAustralianCatholicUniversity.HisthesiscentredonleadershipwithinCatholicSchools.In2014healsocompletedanExecutiveMBAwhichwastailoredtomeettheneedsofCatholicPrincipalsAndrewisamemberoftheAustralianCollegeofEducation,iscurrentlyservingontheExecutiveofthePrincipal’sAssociationofVictoriaofCatholicSecondarySchoolsandistheVicePresidentofCatholicSecondaryPrincipalsofAustralia.

BrigitteMcDonald,ThomasCarrCollege,VicBrigitteMcDonaldhasbeentheDeputyPrincipalofThomasCarrCollege,Tarneitforthelast6yearsandhasworkedtoincorporatetheelementsofthePerformanceandDevelopmentCultureProjectwithinthecollegetodriveschoolimprovement.Priortothis,BrigittewasDeputyPrincipal(StudentWellbeing)atCaroline

ChisholmCatholicCollegebetween2008and2010.Duringthistime,BrigittealsotookontheroleofActingPrincipalandprovidedleadershiptotheCollege.Shewasresponsibleforoverseeingthepastoralcareof1500studentsandfordevelopinganexcellentStudentLeadershipProgram.ItwasherworkwithstudentsindevelopingastudentvoiceandstudentleadershipthatsawherawardedtheVictorianFinalistforthe2011AustralianSecondaryTeacheroftheYear.

[7B]LEADINGSTRATEGICALLY–BUILDINGANENTERPRISINGANDINNOVATIVECULTURE

StColumban’sCollegehasearnedareputationasaninnovativeandleadingvocationaltrainingprovider.ThisBrisbaneCatholicEducationmainstream7-12school, intheMoretonBayregionof South-East Queensland, encourages all students to participate in the extensive VETprogram either within the curriculum, or through Australian School-based Apprenticeships.Vocational andAcademicgohand inhand in theColumbanculture yielding strongacademicand credentialed student outcomes. As well as 33 Senior Subjects, St Columban’s deliversnationally accredited training in 18 qualifications in 11 industry areas, supports at least 90school-based apprentices and trainees annually and employs 15 school-based trainees.Qualifications in Hairdressing, Hospitality and Kitchen Operations are offered in theenterprising St Columban’s Community Trade Training Centre. Entrepreneurial skills areencouragedwithwinemaking, café culture precinct, creative arts and a new STEAM centrebeing developed. The College uses its strategic location to strong advantage, strengtheningand expanding training partnerships including amajor Health Care Alliancewith CabooltureHospital. This hasgenerated significant employmentopportunities for students andbenefitsfor the whole community, matching the direction of society’s megatrends. The College’ssporting and fitness emphasis links closely in this area. St Columban’s received the SchoolPathways to VET Award at the 2014 Australian Training Awards, having been one of threeNationalfinalistsinthatcategoryin2012,2013and2016.Thispresentationexploresthejourneyofestablishingchangedculturalthinkingprovidingablueprintfortheoutcomes.

AnnRebgetz,StColumban’sCollege,QLDCurrently,PrincipalofStColumban'sCollegeatCaboolture(9years).WinnerAustralian TrainingAwards for School Pathways inVET in 2014being aNational Finalist in 2012, 2013, and 2016 andmember of judging panel in 2015.Previously, Co Principal of BiIngual School at Wadeye in NT with over 700Indigenous students. Always had a passion for work integrated learning andblending of academic and vocational pathways. Was recipient of National

ExcellenceinTeachingawardinthisarea.CurrentlyPresidentofCaSPAQ(CatholicSecondaryPrincipals of Qld) and member of National Board of CaSPA(Catholic Secondary PrincipalsAustralia),VicePresidentofACSSQ(AssociationofCatholicSecondarySchoolsQld),PresidentQldISSNetball.ReceivedAssociationofWomenEducatorsAwardforcontributiontoEducationasaLeader.Memberofthe2016SeniorSecondaryAssessmentReviewTaskForceinQld.

[7C]ACHIEVINGPOSITIVEOUTCOMESFORPASIFIKASTUDENTS

BothourCollegeshavealonghistoryofsuccessfuloutcomesforPasifikastudentsthroughadeliberatefocusonthepartnershipsbetweenhomeandschool.WewilleachtellourstoryandoffersomepracticalstrategiestoensurePasifikastudentsareknown,valuedandfeelastrongsenseofbelongingenablingthemtoachievestrongacademicresults.Youwillhavetheopportunitytosharepositivestrategiesfromyourownschools.

NealSwindells,StPatrick’sCollege,WellingtonNeal Swindells was Principal at St John’s College in Hastings 1998 - 2013 andmoved to St Patrick’s CollegeWellington in 2014. Both these Colleges have astrong Marist Fathers history and charism. Neal is the Chair of the NationalNetworkofMaristSchoolsinNewZealand.

MaryCurran,StCatherine’sCollege,WellingtonMaryCurranisPrincipalofStCatherine’sCollege,Wellington.TheCollegeisoneof five Mercy secondary colleges in New Zealand. Previous to this she wasDeputyPrincipalCurriculumandD.R.S. atSt John’sCollege,Hamilton.Mary isalsoontheMinistryofEducationProfessionalLearningandDevelopmentAreaAllocationPanel.

Tuesday11July,10.30–11.45am[Pleasechooseoneofthefollowing]

[8A]LEADERSWITHALIFE

‘Peoplesaytheyhaveworkedwithextraordinaryleaders,butnotextraordinaryleaderswithalife.’(Dr Karen Pollock). School leadership is an amazing andtransformative role with thepotentialtoprofoundlyinfluencemanypeople.Itisimportantforschoolleaderstoenjoytheirjobsand,veryimportantly,tobeseentoenjoythem.Findingahealthybalancebetweenworkandotheraspectsof life isnot just importantforthosecurrentlyholdingthesepositionsbutfor thosewhomight takeup thatprofessional challenge into the future. In this digital age,boundariesbetweenworkand‘therestoflife’havebecomeincreasinglyblurred.Thereislotsoftalkaboutwork-lifebalance,butwhatdoesthismean?Howdowepromotemodelsofwell-beingforcurrentandfutureleadersinarapidlychanginglandscape.Thereislotsofresearcharoundwell-being, but how dowe turn this into practice and show the next generation ofleadershowtobegoodleaderswithahealthylifeoutsideschool?ThisworkshopwillhighlightkeylearningfromtheOntarioPrincipals’CouncilInternationalSymposium–GlobalTrendsforAll Generations: Exploring Work-Life Balance and Well-being. Mandy Connor representedCatholic Australian Secondary Principals Australia (CaSPA) at this international gathering ofrepresentativesfromPrincipals’Associations.

MandyConnor,HolyCrossCollege,WAMandyConnorhasworkedinCatholicEducationinWesternAustraliaforover30 years. Having started her career as a History, English and ReligiousEducation teacher, she has maintained her passionforlearning andteaching. Mandy has aMasters in Education (which included a semester ofstudy at Fordham University in New York) and a Masters in ReligiousEducation.AsPrincipalofanewschoolMandyhasenjoyedtheopportunity

to ‘thinkoutsidethebox’andtoworkwithstaff to explorenewpedagogues,supportedbydigital technologies and contemporary learning environments. Mandy looks forward tocontinuingaroleineducationalleadershipinthisexcitingandchallengingtimeaswegrapplewith the complexitiesof mentoring staff and growing new leaders to meet the needs oftoday’slearners.

[8B]RESTORATIVEPRACTICES–THELISTONCOLLEGEJOURNEY

In2010atthesuggestionoftheBoardChair,ListonCollegeembarkedona journeytochangetheapproachtodealingwithstudentdiscipline.Themodelwhichwas inplacewasessentiallypunitive innature.Themost serious sanctionswere student stand-downsand suspensions. Inthepreviousfiveyearstheaverageperyearwas54stand-downsand5suspensions.Attheendofthe2010yeartheBoardapprovedtwodaysofProfessionalDevelopmentfortheentirestaff.Margaret Thorsborne was the facilitator for the two days. The new approach centred onrestoring relationships and mirrored the Gospel values of forgiveness and reconciliation. All

teachersnewtotheschoolattendatwo-daycoursewithMargaretandareexpectedtomanagerelationshipsfromarestorativeperspective.SomestaffhavelefttheCollegebecausetheywereunable/unwillingtomeettheexpectationsofRestorativePractices.After 6 years of Restorative Practices the average figures for stand-downs is 6 and forsuspensions is 1. These statistics only tell part of the success story. The role of theDean haschanged. The overall tone of the school ismuchmore settled and all of the students in theschoolthisyearhaveonlyknowntherestorativeapproach.

ChrisRooneyandRobMcKenty,ListonCollege,AucklandChrisRooneyhas beenPrincipal for the last 17 years. Previously responsible forstudentdiscipline/behaviourmanagement.Committed toEdmundRiceCharismas key element of Restorative Practices. Had to be convinced of the value ofRestorativePractice.Rob McKenty has been the Director of Pastoral Care for the last 15 years.Previously HoD P.E. and Outdoor Education in several schools. Has developedextensive Pastoral Care Network in the College.Was responsible for successfulintroductionofRestorativePractices.

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[8C]CULTURALLYRESPONSIVESCHOOLS

Over the last four years the College has developed and led school-wide changes in order toimprovestudents’ learningexperiencesandachievementoutcomes.Thischangerequired theCollegetofirstexaminetheircommitmenttobiculturalismandindigenouswaysofknowingandbeing. The College’s journey towards understanding learners of multiple cultures within aBicultural Aotearoa is something she has been able to draw from her own experience as alearner. Listen tothe DP’s experienceas an educatorand lifelong learner to have a deeperunderstanding of what it means to be culturally responsive.Lee will share the challengesassociated with leading culturally responsive pedagogical change from a school leadershipperspective as well as her experiences as a learner. Her experiences will resonate with thechallengesmany educators are facing around cultural responsivenessin today’s diverseenvironments.This workshop will provide ampleopportunitiesto engage and discusstheinterestingcontentonoffer.

LeeNanai-Stewart,CatholicCathedralCollege,ChristchurchLeeNanai-StewartistheDeputyPrincipalofaCatholicinner-city,multi-cultural,coeducationalsecondaryschool

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