Issue 04 | November 2012 Vol. 05 | Quarterly Magazine

IN THIS ISSUE

02 Year of the Farmer

04 Triple Seven

06 Bullying - The Sad Conclusion

18 ABSA Annual Conference Gold Coast 2012

19 ABSA Awards 2012

28 Chairman’s Annual Report

35 The Positives of Social Media CONTENTS

02 Year of the Farmer Year of the Farmer 04 Triple Seven 06 Bullying - The Sad Conclusion 07 Boys & Books 08 Attending Boarding School 11 Dear School Leaders AUTHOR Many of our boarders come from rural areas 12 Risk Management Dr T F Hawkes, Chairman of Australia and many of these live on farms. 13 Lost at 12 Australian Boarding Schools Association Inspired by this fact, and by this being the 14 The Way Forward Year of the Farmer, I felt it appropriate to pen a few lines on the importance of the farming 17 What is Sustainability? sector not only for our boarding schools, but 18 ABSA Annual Conference Gold also for our nation in general. Coast 2012 When I leave Sydney and visit a working 19 ABSA Awards 2012 farm, a curious ease settles over me. I enjoy 20 Indigenous Students Develop the integrity of it all. I have no idea what the pin stripe in the city is doing but the bloke Skills to become Future Leaders over there’s ploughing a field. Clear as day. 22 What Heads Want and Why... Even the dead carcass has authenticity. 26 8 Ways to Better Use Your Don’t think you can cheat death. One day, it’ll get you. Brutal. Real. Schools’ Twitter Account 28 Chairman’s Annual Report 2012 On a recent run across to Tamworth, I also 30 John Wooden’s Leadership witnessed the ru-urban war. ‘No mines.’ ‘You can’t eat coal and you can’t breathe Lessons that work On and Off the gas.’ ‘Keep your fracking gas.’ Fair Court enough. Or is it? We live in a commercial world – a world where there is a demand 32 LAPG Education and Scolarest at for power. And it must be met. But at what National Conference cost? This is good land. It is not the sun- 35 The Positives of Social Media scorched rock of the Pilbara.

Last year, Australia had 134,000 farms. On ON THE COVER average, these farms fed 150 people in Aus- Worawa Aboriginal College, tralia and 450 people overseas. Although Healsville,Victoria produce leaving the farm gate may only con- tribute 3% to our gross domestic product, CONTACT US farming, in some form other, takes place on Australian Boarding Schools 61% of our land. Association Ltd. Postal: PO Box 5569, Brendale DC, Now is a good time to visit a farm. Many Qld 4500 parts of the country are looking pretty Office: Unit 6, 3 Hinkler Court, lush. But, it is not always thus. Our land is Brendale, Qld 4500 not a magic pudding. It must be nurtured P + 61 7 3205 4940 through drought, plague and fire. It must be nourished through periods of high dollar M + 61 4 2555 7672 and low demand. It must be nursed through F + 61 7 3205 6567 soil-loss and salinity. E [email protected] www.boarding.org.au In this Year of the Farmer, we must realise the value of land. In a world of burgeoning EDITOR population, food and water will become vital Richard Stokes, Executive Director, commodities. By 2030, we will need 50% Australian Boarding Schools Association more food and 30% more water. Some countries have woken up to this and are GRAPHIC DESIGN buying vast tracts of land around the world. Infusion Promotions They call this land-banking. Others call it www.infusionpromotions.com.au food-banking.

Even small countries like Qatar own 730,000 PRINTING ha of Australian land. They plan to meet Cynergy Printing 35% of their food supply from farms in Aus- www.cynergyprinting.com.au tralia. Korea’s Ho Myoung Farm alone owns 500,000 ha of Australian land. Government

2 scrutiny of agricultural land purchase by for- Most of us would benefit from a few more eign countries only occurs if the value of the days in the country. We might connect purchase is north of $244 million. With most rather more with what is real and realise Australian farms worth less than $10 million, rather better what is false. We might also this doesn’t give much control. get reminded that:

The Federal Government, via its Australian - ­Vegies come from the ground, not a can. Bureau of Agricultural Research (ABARE), - ­Something needs to die in order to have a refutes the National Farmer’s Federation barbie. claim that 11% of Australia’s agricultural land ­- More value can be added by a man in is foreign owned, and says it’s nearer 1%. jeans than in a suit. The truth is difficult to verify given the use of ­- Even when life is messy and smelly it can Australian front companies by many over- still be beautiful. seas interests. We must be careful. Some - ­If we want to harvest next year, we must foreign ownership is appropriate, but we plant this year. must not sell too much of our nation’s soil, minerals or intellectual property offshore. Many of our boarders know this. Do we?

Australia, like its farmers, must think long- term. I was reminded of this when chatting to someone whose family had farmed his property for 150 years. In this fast-paced world, this sort of time-frame can be difficult for a person to grasp – particularly our politi- cians. Many can only think in terms of four year electoral cycles.

Scan the QR code below to view the photos from the ABSA Gold Coast Conference 2012.

3 Triple Seven

AUTHOR Dave Scott Director of Boarding Scotch College, Adelaide

An Experiment in Social Intelligence and forms. The personal challenge for me started Compassionate Action in Perth (at Scotch College – Perth), on Monday 13 August, I ran the full marathon “Self-absorption in all its forms kills empa- distance of 42.2 kilometres, The same after- thy, let alone compassion. When we focus noon, I flew to Darwin, where the next morn- on ourselves, our world contracts as our ing I ran the same distance and so on visiting problems and preoccupations loom large. Gold Coast, Sydney, Canberra, Geelong and But when we focus on others, our world finally Adelaide. expands. Our own problems drift to the pe- riphery of the mind and so seem smaller, and My schedule was as follows: we increase our capacity for connection - or compassionate action.” Mon 13 August Perth 42.2 km Tues 14 August Darwin 42.2 km This quote from Daniel Goleman sums up Wed 15 August Brisbane 42.2 km quite neatly what I was hoping that the Triple Thurs 16 August Sydney 42.2 km Seven challenge would help to initiate in the Fri 17 August Canberra 42.2 km Scotch College Adelaide boarding commu- Sat 18 August Melbourne 42.2 km nity. By focusing on others our community Sun 19 August Adelaide 42.2 km expanded and for a term at least some amazing things happened. Having now (Total Distance 295.4 km) successfully completed the Triple Seven challenge with the full support of the board- Although I undertook this running challenge ing and indeed the whole Scotch community on my own I was supported by Sam Pea- I can safely say that compassionate action is cock, Director of Sport at Scotch College, alive and kicking at Scotch College! who rode alongside me measuring distance, carrying drinks, food and filming/taking The Triple Seven was a community service photos etc. challenge that took place in August 2012. It involved the challenge of running 7 mara- One of my key motivations for undertaking thons on 7 consecutive days in the 7 main this challenge was to raise funds for Yalari cities of Australia (“The Triple Seven”). Along (www.yalari.org), an indigenous educational side this personal challenge the boarding trust, whose mission is to educate and students and parent community at Scotch empower indigenous children from regional, also took on the challenge of fundraising rural and remote communities to bring and running in various ways, shapes and about generational change. Each marathon

4 distance I ran started and finished at a Yalari a group of students in a day of car washing partnership school and these included: raising over $400. Scotch College - Perth, The Southport School, St. Ignatius, Riverview in Sydney The Triple Seven definitely increased social and Canberra Grammar. I am indebted connection, not just among our boarders to Peter and Marilynn Freitag at Scotch but also among many more groups. Parents Perth, Karel Bos at The Southport School, and friends, day students, other schools Chris Farnsworth at St. Ignatius, Riverview, and even people with no connection to the Sydney, David Smart at Canberra Grammar College became involved in the challenge and Justin Robinson at Geelong Grammar and wanted to help and be involved. Dur- School. All of these wonderful people were ing the week of the Triple Seven challenge so generous in their time and support of my the community initiatives and welcomes at challenge and I really cannot thank them schools like The Southport School on the enough, without them it simply would not Gold Coast, St. Ignatius College in Sydney have been possible. and Geelong Grammar School were very humbling. Students from all of these schools The Scotch College Boarding Community through their combined activities and fund- were also heavily involved in the Triple Seven raising added over $2000 to our total. The and during the period 13 -18 August 2012, Scotch College staff pedometer challenge the staff and students ran 7 marathons in 7 organized by Head of Senior School, Dale days within the boarding house on tread- Bennett was a great focus for the Triple mills set up in the reception area. In fact the Seven week and the competitive nature in students averaged over 100 km a day, a the small teams was infectious, as was the great effort. increased connectedness as staff from all areas of the College had a common cause to On Sunday 19 August, the day of the final bring them together. marathon, the boarding community joined me in participating in the official Adelaide The week of the Triple Seven will certainly Marathon by running in either the 10km or stay with me for a long time. Sure, the feat of the half marathon event. completing 7 marathons in 7 days in 7 cities was a big achievement, but what made the With $25,474.90 raised for Yalari from week for me were the connections made a target of $25, 000 the success of our and the interest and want to be involved in fundraising has been truly amazing. The the cause by so many different people. The boarding students embraced this cause from hospitality, generosity, friendship, compas- the outset and there were several outstand- sion, empathy and spirit of the people I met ing initiatives that helped raise considerable before, during and after the week inspired sums. Several boarding students spent time me to not only complete the challenge making and baking various items for a bake but also to focus on others and above all sale that raised over $400. Students also to focus on the task of raising funds and took beading classes in the Junior School, awareness for Yalari and the difference that raising more money for the cause. Others led education can and does make to indigenous youth across Australia.

5 Bullying - The Sad Conclusion

AUTHOR In just 9 minutes she reveals (via flash cards) Bully examines the dire consequences of Dr Michael Carr-Gregg a litany of taunts, a savage, unprovoked bullying through the testimony of strong and Consultant Psychologist beating that left her crying in a ditch. She courageous young people. Through the describes the digital persecution of a cyber- power of their stories, the film aims to be a stalker who chases her down whenever she catalyst for change in the way we deal with tries to start all over again at a new school bullying as parents, teachers, children and – the shock and dismay of his shooting off society as a whole. I write this with a heavy heart, in a week the images that captured her showing off her world was rocked by the death of Amanda young body, having been sweet-talked by The world we reside in as adults com- Todd, a beautiful and psychologically very online attention from someone she thought mences in the schoolyard. ‘Bully’ opens on vulnerable 15 year old girl from British was her own age. Unable to endure the the first day of school and for the millions Columbia who took her own life, not long psychological pain and devoid of hope, of young people world wide, sadly this first after posting a heart-wrenching YouTube Amanda ended her life, one month shy of day is more often filled with anxiety and fear video that recounted her nightmarish story her 16th birthday and just 4 weeks after her than anticipation. As that first day dawns and of bullying. story. buses, trams and trains fill to bursting point with backpacks, sports bags and the bois- Today, an estimated 200 million children and terous sounds of puberty, this is a journey youth around the world are being abused by into the unknown. For many, the only thing their peers. In Australia, depending on who that’s certain is that this year, like every other, you believe - at least one in four students bullying will be a big part of whatever meets will have been bullied at school, on the bus, them at their school’s front doors. tram, train, or just walking home. Between 10 to 15% bullied will be online - on social Although it powerfully highlights the hor- networking sites or through their mobile rifyingly inept way in which bullying is often phones - making it the most common form handled, along with an anaemic understand- of violence young people in this country ing of peer mediation and restorative justice experience. techniques, one of the film’s failings is that it largely ignores the perpetrators. The film While many novels and films over the years makers neglected to interview the bullies or have explored the topic, the film “Bully” explore their motivation nor did it address the (originally titled The Bully Project) premiered issue of the role of the bystander. This last at the 2011 Tribeca Film Festival, and is the flaw is crucial, as the truth is that Australia first contemporary feature documentary has raised a generation of passive bystand- film to show how we’ve all been affected ers and one of the strongest mechanisms to by bullying, whether we’ve been victims, address the problem is for peers to stand up perpetrators or stood silent witness. Directed and take action. by Sundance and Emmy-award winning film- maker, Lee Hirsch – the documentary follows Every boarding school in Australia is grap- students from high schools in Georgia, Iowa, pling with bullying. None are immune, nor is Texas, Mississippi and Oklahoma during the it exclusive to boarding schools with official 2009–10 school year; the stories include two statistics showing that each day in schools families who have lost children (Tyler Long across the land, thousands of students wag and Ty Smalley) to suicide and a mother school because they simply don’t feel safe awaiting the fate of her 14-year-old daughter and fear being bullied. It is my hope that the who has been incarcerated after bringing a administrators of schools across Australia gun on her school bus. get to see the new film and may find motiva- tion to do more, which would be some The Director, Lee Hirsch, was a victim of consolation to the families of Tyler Long, Ty bullying as a child and decided to make Smalley and Amanda Todd. the documentary so that the hidden lives of bullied children would be brought into the Dr Michael Carr-Gregg is on the Board of the open, and he succeeds. The film is an often Alannah and Madeline Foundation, poignant and intimate glimpse into homes, (http://www.amf.org.au) the National Centre classrooms, cafeterias and principals’ offices Against Bullying and offers insight into the often brutal world (http://www.amf.org.au/NCAB/ ) and the of the lives of bullied children, ss teach- Young and Well Coperative Reasearch ers, administrators, kids and parents seek Centre (www.yawcrc.org.au/) answers.

6 Boys & Books

AUTHOR Many years ago I was discussing reading Scholarship committee – and so I wasn’t too Conrad Mathias for young people with a very experienced fussed about what they read – as long as it St Joseph’s College, Sydney teacher of English for whom I have much wasn’t comics, although I do recall letting respect. Whilst she acknowledged that her Asterisk through the gate. view wasn’t the last word on the subject, she posited that recreational reading was impor- It wasn’t a particularly new idea – I think tant, particularly for boys, because it honed I picked it up from someone at an ABSA skills of ‘recollection’. Conference. I do recall, though, that it was considered radical by both the students and Now, the word has a couple of connotations, the staff. There was scepticism abroad. but what Trish was referring to was the busi- However, once the teething problems sorted ness of refreshing one’s mind with the story themselves and the lads saw that I was seri- so far, and taking up the narrative from the ous – the tables turned. It became difficult last reading. to get them out of the chapel after the allot- ted half hour. When this conversation took place, comput- ers were big, dumb, fast, electric typewrit- In addition to Trish’s value of recollection ers – some would feel that they retain some flowing on from regular recreational reading, I of those characteristics. There was little discerned the value of the whole community competition for the growing adolescent boy doing something worthwhile, in silence. It or girl when it came to seeking a story. You wasn’t silent because nothing was happen- opened a book. ing; it was silent because they were busy.

Some years on, at a large independent boys’ Google et al. do the recollecting for you, and school in Adelaide where I was Head of as everyone knows you cannot use Google Boarding, I began a program of reading for without earphones (beats) and background the entire boarding community – some 130 noise – even occasionally music. souls. We gathered in the chapel, which was a terrific space for boys to lie around, sit I know there are a couple of schools doing around, and comport themselves howsoever the silent reading as a community, or year they wished – and read for half an hour in group, here in Sydney. It would be a pity if, silence. Year 8 through to Year 12. as a myriad of learning communities, we let slip the importance of reading, recollection, As with any such group, there were those and silence. who would never trouble the Rhodes

7 Attending Boarding School: What’s The Difference in Academic and Non-Academic Outcomes?

AUTHOR This article reports findings of the longitudinal for college and career advancement, favour- Brad Papworth (ABSA) aspect of the ABSA – University of Syd- ing boarders over day students. In the UK, Andrew Martin (University of Sydney) ney Australian Research Council research there have been many reports of negative Paul Ginns (University of Sydney) project. By comparing students matched experiences of boarding in years gone by Gregory Arief D Liem (National Institute of from Time 1 (2010) and Time 2 (2011), we (e.g., The Making of Them, Nick Duffell) but Education, Singapore) can examine whether over the course of a no research examining the experience of year, boarders gain or decline in academic current boarders. and non-academic outcomes to differential extents compared to day students. While Very few studies have attempted to compare preliminary, cross-sectional results at Time 1 boarding and day students within the same and Time 2 suggested a greater difference schools, to take into account other factors between boarders and day students, lon- such as gender, age, socio-economic status, gitudinal analysis which controlled for prior ethnicity, academic ability and personality variance at Time 1 and the effects of other traits, in order to disentangle the distinct socio-demographic, ability, personality, and contribution boarding is making, and to school factors revealed fewer differences examine how much of the differences are between these two groups. due to these other covariates. Whether differences exist between boarders and day Objectives students is one aspect measured in the The objective of this research was to cross-sectional study (Lights Out 3[4]2010, examine the extent to which attendance at 4[1]2011, 5[2]2012); however, life is not boarding school affects students’ academic static and factors in our past interact with and non-academic outcomes. While many current influences to shape our future. involved in boarding – students, parents, Hence, the ABSA study added an additional staff – may perceive difference, this is the aspect – time – to determine whether the first large-scale study to examine whether gain or declines in academic and non- differences in these outcomes can be academic outcomes of boarders and day attributed to boarding, or whether these students differ over the course of a year. outcomes are from factors shared by day students too. This study provides results Data for the longitudinal study is based on from an Australian Research Council-funded students surveyed early in 2010 (Time 1) and project comparing the outcomes of boarding who were matched again with the same stu- and day students in Australia over a 1 year dents surveyed in 2011 (Time 2) from those period. Importantly, this research compared schools participating in the ABSA study. the experience of both boarding and day students within the same schools. This al- Participants lows us to disentangle effects due to prior • 12 schools across Australia (3 boy’s, 3 variance (their previous scores on the factors girl’s, 6 co-ed) measured), socio-demographic, ability, per- • 2,002 high school students (42% female, sonality, and school factors, as these factors 58% male) are known to have significant effects on aca- • 1,381 day students (69%), 621 boarders demic and non-academic outcomes, thus (31%) allowing the unique contribution of boarding, • age range 11–19 years, average 14.9 over and above these other factors, to be years (SD=1.36) determined. • grade range Y7–Y12, average Y9-10 (SD=1.33) Introduction • average length of time boarding was 3 While there is a growing body of research years emerging, both in Australia and interna- • 92% English Speaking Background, 8% tionally, there is still very little and limited Non- English Speaking Background information on the effects of attending • 5% Aboriginal, 3% overseas boarding school and whether significant • voluntary participation, but where pos- effects are due to the boarding experience sible, whole-school populations of both day or, in fact, other factors pre-existing in these and boarding students students. Research in the US by TABS (The Truth About Boarding Schools) has revealed Materials differences in levels of academic challenge, • 204 item, self-report questionnaire (same homework completion, motivation of peers, at Time 1 & 2) opportunities for leadership, preparedness • Academic outcomes assessed included:

8 Adapt Motivation Adapt Motivation TIME 1 Impede Motivation Impede Motivation TIME 2 Maladapt Motivation Maladapt Motivation Ac Buoyancy Ac Buoyancy Comp Learn Comp Learn Coop Learn Coop Learn Personal Bests Personal Bests Enjoy School Enjoy School Educ Aspirations Educ Aspirations Student Type Class Participate Student Type Class Participate (Day/Boarder) (Day/Boarder) Homework Homework

Absenteeism Absenteeism Mean & Purpose Mean & Purpose Covariates - Gender Life Satisfaction Life Satisfaction - Age Emot Instability Emot Instability - NESB - Parent Education Extracurricular Extracurricular - Aboriginality Peer Relations Peer Relations - Student Ability Parent Relations Parent Relations - Agreeableness - Conscientiousness Teacher Relations Teacher Relations - Extraversion - Neuroticism - Openness - SSM, SSF, Co-Ed Figure 1. Longitudinal modelling and relationships amongst academic and non-academic factors between Time 1 and Time 2.

- achievement (NAPLAN results) at Time 1 on the outcomes measured) and - achievement-related behaviour other effects which are the result of factors - approaches to learning common to both day and boarding students - motivation and engagement (e.g., age, gender, socio-economic status, • Non-academic outcomes assessed student ability) which we know affect stu- included: dent outcomes. Why is this important? For - life satisfaction example, by controlling for prior enjoyment - well-being of school, it is then possible to see whether - interpersonal relationships being a boarder or day student has an ef- • International English Big Five Mini-Markers fect on enjoyment of school, as well as the (Thompson, 2008) to assess personality contribution of age, gender, socio-economic • Students’ general and family demograph- status, etc. on this outcome. ics It is also worth noting that inspection of the The initial phase of the study collected cross- types of students who make up the popula- sectional data of boarding and day students’ tion of boarders and day students in the academic and non-academic outcomes for study revealed significant differences in their Time 1 (2010) and Time 2 (2011) in order to attributes which needed to be taken into conduct systematic, large-scale quantitative consideration during analyses. For example, analyses of mean-level differences between boarders were older than day students, boarding and day students as a function of more likely to be Indigenous, generally higher key demographics, as well as establishing on the personality dimension of neuroti- the reliability and validity of questions used cism, and lower on openness (to a variety of in the survey. This article reports on the experiences, adventure or curiosity); many of analysis of Time 1–Time 2 longitudinal data these factors are negative predictors of out- to assess the influence of the boarding en- comes measured. In contrast, day students vironment on academic and non-academic generally had parents of higher levels of outcomes of individual students, over and education, were generally of higher aca- above factors which are common to day and demic ability, and more agreeable in nature; boarding students (e.g., age, gender, socio- many of these factors are positive predictors economic status, student ability) and across of outcomes measured. this time period (see Figure 1). Results Analyses Initial cross-sectional analyses revealed Hierarchical, structural equation model- significant differences between boarding and ling was conducted to separate the unique day students on 6 out of 19 academic and effects of student status (i.e., whether a non-academic outcomes at Time 1, and student is a boarder or day student) from 9 out of 19 academic and non-academic prior variance at Time 1 (i.e., their scores outcomes at Time 2, after controlling for

9 ences between day and boarding students boarding school generally appears to provide on only 2 of 19 academic and non-academic boarders the same level of access and op- outcomes, with boarders scoring lower than portunities to academic and non-academic day students on absenteeism and higher success as their day school counterparts, than day students on participation in extra- despite the differences in their make-up. curricular activities. Both of these differences are favourable of boarding. On all other Analysis which compared students who had measures there was no significant difference just begun boarding revealed that some of between boarders and day students. the positive effect occurs in the first year of boarding and subsequent years seem to Discussion sustain (not increase or decrease) these ef- Comparison of the attributes of boarding and fects. Findings also suggested that there are day students highlights significant differ- a number of factors, particularly prior vari- ences in make-up of those likely to board ance and personality, and to a lesser extent and those likely to be day students. This gender, age, ability, ethnicity, and student suggests that parents tend to select certain academic ability, that have more significant types of students they feel will benefit from, effects on academic and non-academic out- or cope with, boarding. On the other hand, comes than whether a student is a boarder those who aren’t selected to board become or a day student. What the study also day students. On average, boarders tend to reveals, in contrast to historical accounts of be older, they tend to have lower academic boarding which may have been negative, is ability, they tend to score lower on agree- that the current picture of boarding is one ableness, extraversion and openness but which is positive – similarly to day students, higher on neuroticism, and their parents tend boarders scored highly on meaning and pur- to have lower levels of education – all factors pose in life, life satisfaction and relationships which hinder academic and non-academic with peers, parents and teachers. outcomes. However, structural equation socio-demographic, student ability, per- modelling was able to take these differ- The ABSA research shows that boarders sonality and school factors. When we look ences into account, as well as relationships and day students do not gain or decline on cross-sectionally at Time 1 and Time 2 data between factors and prior variance. these outcomes to differential extents and there appears to be significant differences (at The present study aimed to identify whether that there is greater similarity than simple p < .05) between boarding and day students boarders or day students gain or decline in comparison may suggest. While there are on, for example, impeding motivation, aca- academic and non-academic outcomes over some differences when we take a snapshot demic buoyancy, meaning and purpose, life time due to the differences in their experi- and compare boarders and day students satisfaction, participation in extracurricular ences at school. The overarching finding cross-sectionally (at one point in time), activities, and parent relationships. However, of this longitudinal study is general parity when we look longitudinally to see how they when we look longitudinally at how students in academic and non-academic outcomes change, both boarders and day students change over the course of a year, and ac- between boarding and day students, after sustain these outcomes over the course count for where students where at and their controlling for the contribution of other fac- of a year. In fact, the bulk of the difference prior scores at Time 1 (see Figure 1), as tors. After taking into account prior variance between boarders and day students can well as shared effects between factors, the of Time 1 outcomes, socio-demographic, be attributed to prior variance, personality picture is different. Therefore, after control- ability, personality and school moderators, traits and differences in types of students ling for prior variance and the other covari- the role of boarding school appears to be who make up the boarder and day student ates described (socio-demographic, student positive on a few outcomes, namely absen- population. In terms of academic outcomes, ability, personality and school factors), the teeism and participation in extracurricular attending boarding school was a significant longitudinal data reveals significant differ- activities (see Figure 2). Hence, attending positive predictor of participation in extracur- ricular activities and attendance at school (lower absenteeism). In fact, where signifi- cant differences were evident, these tended to favour boarders.

Generally, the things which make the differ- General parity on ence in terms of students’ academic and non-academic outcomes are the factors most academic & which have been established prior to board- ing, and boarding provides an experience non-academic and an environment which allows these factors to shape their outcomes. Knowing

outcomes this, there is a lot we can do in our boarding schools to provide the right atmosphere and the right kinds of support for boarders to develop these outcomes further. Day Students Boarders For further information about this study, Absenteeism (β = -.09, p < .05) Extracurricular Activities (β = .11, p < .001) contact Brad Papworth: [email protected] or Figure 2. Summary of Longitudinal results. (see footnote1 for how to interpret results) (02) 9683 8490.

10 Dear School Leaders

AUTHOR • We are looking at a serious investment • Every family comes with a different experi- Reprinted from the magazine ‘Pedals’ in your school – both with our precious ence of boarding – it might be useful for No. 125 October 2012 child’s important teenage years, and with the tour guide to slow down and ask a few our finances, about $150-175 000 per child, questions so the ‘base level’ knowledge of conservatively, so our decision making pro- boarding generally is understood and built cess is very serious. upon. As parents who have toured eight schools • Although registrars are efficient and pleas- • Little people (10 year olds) can’t always over a five year period with our children – ant (on the whole), they are not part of the walk super fast – taking a little more time to both boys, girls and co-ed establishments, senior leadership team. We would like to show them might pay off in the long run – it’s we have noticed a few things and would like meet the Head of School, or at least a mem- not just the parents who are on the tour or to offer you some feedback. ber of their Senior Executive Team. involved in making a decision.

• We would like to meet the boarding staff • It is a little un-nerving to feel you are part – preferably senior level, but if we are in the of a production line – the school may have boarding house and there are staff members another family to show around at a certain there, we would like to be introduced. Simi- time, but we aren’t that interested - we are larly, if you pop in to greet a senior member just interested in learning all we can about of staff while on tour, it might be good to your school so we can make an informed introduce us – if they are senior leadership, decision. we probably know that from your website and do wonder why we aren’t introduced. • Providing a copy of your year book is a terrific chance to convey what goes on • Similarly, although our children are to be in your school – especially for potential boarders, we are keenly interested in your students. academic program and we would like to meet some of the academic staff. • And sometimes little people get very thirsty and sometimes hungry, and they are • If you have a Health Centre, we would like nervous as well, so offering access to a toilet to see it – for mothers, this is quite impor- after the tour and maybe a glass of water or tant, and we do wonder why we haven’t a cup of tea for them and the parents who been shown it. have travelled several hours to be there, would be nice. • Our children are actually interested in see- ing classrooms – actually inside them – not As parents who have generally just made the just through the door, so they get a feel for appointments by email or off the web, we ‘big school’. have appreciated the time taken to show us the various establishments. We have learnt • Although we might be entering at middle more about boarding schools and second- school level, the children are interested in ary education, and our children have seen a what is ahead, so a tour of the senior class- range of schools and opportunities. We hope room facilities and senior dorms would also that these tips may help schools make the be useful. process even more enjoyable for parents in the future.

Yours sincerely

Parents Seeking a Great Boarding Experience

ICPA (Aust) is a voluntary, non-profit, apoliti- cal parent body dedicated to ensuring that all rural and remote students have equity of access to a continuing and appropriate education.

Visit the ICPA website at www.icpa.com.au

11 Risk Management: Specifically for Boarding Schools

AUTHOR probabilities (both negative and positive) sur- demonstrate compliance, the question Ben Copeman rounding an opportunity or action; building will be raised as to why not. And did the Risk & Sustainability Consultant on the positives and/or mitigating the nega- non compliance contribute to the incident tives. Risk management does not infer that occurring? negative or sinister connotations surround every action, quite the opposite. It means In addition, to these compliance risks, you that you identify the positives and build on still have the usual suspects: Definition of Risk: them; identify the weak points and reduce A probability or threat of a damage, injury, their impacts or importance. • Political, Economic, Social, liability, loss, or other negative occurrence Technological, Environmental, Legal risks that is caused by external or internal vulner- Even the seemingly simple task of a school the so-called PESTEL risks abilities, and that may be neutralized through becoming compliant with the proposed • Corporate, financial and operational risks pre-emptive action. National Boarding Standards has some including demographic influences (www.businessdictionary.com) good and bad risks associated with it. For • OH&S, fire and arson, vandalism, crime example: • Excursion risk, sick bay safety, vetting of Essentially it refers to the probability that an staff ...etc...etc.. event will occur (Burt, B 2001). The bottom 1. Initial Assessment: Where do you start? line is that risk will have different meanings Where are you strong? Where are you not Many of you saw the SCUTA Risk Manage- for different people within different environ- so strong? The risk here is twofold: ment software at the ABSA conference on ments and that risk is not always bad – there one, an overly optimistic assessment on the Gold Coast earlier this month and com- is good risk (opportunities) and bad risk (the the strong areas will overly skew your mented on its predictive capacity. SCUTA unexpected, unforeseen). starting point. Conversely, an under is a powerful tool that can assist you in estimation of the not so strong areas may assessing: Risk from a boarding school’s perspective is encourage you to under allocate re- not new. Boarding schools have been in ex- sources to strengthen these areas. a) Where to start in your journey to become istence since around 597AD so I would hope compliant with the National Boarding that by now, you have most of them identi- 2. Putting in place a program that is Standards; fied! The issue though, is not in identifying reactive: That is, it doesn’t assess or b) your ongoing compliance with those them; not in writing great policies that edify mitigate but responds after the event Standards; them; not in developing great management as most policy based risk management c) your vulnerability to other business, social procedures that justifies an action to manage processes do. The secret to good risk and environmental risks; and them; but in being able to quickly and management is to be ahead of the game; d) putting procedures in place that prevent accurately assess, predict and then mitigate be proactive, be prepared for the these risks from occurring but if they do, a possible undesirable outcome. unexpected. assist you in effectively managing the consequences; Good risk management is about prepared- 3. Non compliance: Eventually you will e) the risk around an opportunity the School ness; about expecting the unexpected and all feel quite positive about your ability may be considering. being ready for it. It’s about identifying any to comply with the standards. Standards, by definition, are guidelines to In addition, SCUTA also keeps a risk register consistent performance requiring and writes a risk management plan for you. constant evaluation of performance against those standards. To take your A lot of risk management is about managing eye off the evaluation, will see non the reaction (ie managing consequences) but compliance creep (or rush) up on you. effective risk management is about preventa- tive actions, being ahead of the game, being 4. Market and Social Risk: The school prepared and expecting the unexpected. down the road can demonstrate compliance; why can’t your school? SCUTA is an excellent program to not only Scuta To be able to undertake a self ascertain your vulnerability to non compli- assessment whenever you require it, is ancy and associated school risks (ie sick Risk Management Software a powerful marketing tool and will bay, excursions etc) but also to assess risks enhance your Social License to Operate associated with an opportunity and to main- within your community. tain a watch on your economic, social and Licensed by Intelligent Outcomes Group Pty Ltd www.iog.com.au environmental performances. 5. Legal Risk: Even though the proposed standards are voluntary, once accepted If you wish to find out more about the by Standards Australia, they will become SCUTA Risk Management program, please de facto legal standards. If there is an contact me at [email protected] or incident and your school cannot phone on 0431 289 366.

12 Lost at 12

AUTHOR If any boarder wanted to stay out for a dominantly in their favour, in regard to taking Simon Shepherd weekend the Headmaster would have a let- their students out of boarding for week- Head of Senior School ter written to him to request overnight leave. ends or overnight. The recent longitudinal Wesley College, Victoria If this was granted then you were permitted research by ABSA (Papworth, Martin, Ginns, to leave the school with your parent for the in press) has clearly suggested that instead weekend. I recall having overnight leave to of parents losing their child at 12 as they attend my cousin,s 21st with my parents enter boarding, they are in fact having better rejected. relationships with them than the parents of At the age of 12 I can vividly remember the day students enjoy. car journey in the yellow Volvo station wagon Matriculating five years later at 17 I had a from the Mid North of South Australia to handful of weeks off before enlisting in the Now boarding parents have the unique Adelaide. In the back was a large red trunk, Army to attend the Australian Defence Force situation of distance really letting the heart stuffed full of brand new uniforms, even new Academy. This was in the late 80’s and at grow fonder. Boarding parents have a buffer desert boots and brown corduroys that were the height of the bastardisation that is now layer, boarding staff often make a lot of the to be worn after school. My boarding jour- attracting press. The result of this journey hard decisions for parents, in that they may ney had begun. I was dropped off at school from the age of 12-20 was that I had lived not allow boarders to go to parties, or wear and my Mum and Dad, holding back the in male dominated residential living environ- outrageous clothing, or fashion their hair in tears, unpacked my trunk, and drove off. I ment where I had been exposed to a vast manner that is politely, unbecoming. chased the car down the drive of the school array of bullying and bastardisation. My par- as they resolutely looked straight ahead, ents had lost me, they didn’t know me nor Boarding staff can continue to foster and finally stopping at the gate. I knocked on the the experiences that I had endured. Family nurture these improved relationships by window and Dad wound the window down photographs show holidays and snatched ensuring that there is an opportunity pro- ready for an outburst of tears and a request weekends at home; they are infrequent and vided through the vast array of social media to be taken home. show only snapshots of my growth through that exists, for parents to stay abreast of “Dad, Dad” I blurted out, “ you haven’t given adolescence. their child’s boarding journey. As a Head me any money!” of House and a Director of Boarding I sent Fortunately this situation is as extinct as the photographs home with reports and encour- At the age of 12 I had begun my boarding dinosaurs. Boarding has evolved enor- aged others staff to do the same. These journey. From then on I was only permitted mously in the last 30 years and technology photographs were always greatly appreci- to go home on exeats a few times per term has changed communication to the extent ated and provoked more positive feedback and, of course, holidays. I was permitted that parents of boarders now often know than almost all other actions. However, social a limited number of people who I could go much more about their child’s lives than the media, as many of us have found out this out with on weekends and they all had to be parents of day students. Many of todays’ week, provides an instant opportunity for the approved. youth are far more expressive in electronic sharing of boarding experiences with parents mediums than they are in a typical teenage and it can be strongly argued that appro- monosyllabic conversation. Mobile phones, priate use of this will ensure that despite Skype, MSN Messenger, Facebook, You- the physical distance that separates many Tube and email have replaced Sunday letter boarders from their parents, their relation- writing and reverse charge phone calls. ships will flourish, they will know each other and there will be an end to young boarders Leave has become much more flexible and who are lost at 12. parents now have instant decisions, pre-

13 The Way Forward

AUTHOR Characteristics of COOPERATIVE and Cooperative relations (in which the goals of John Hendry COMPETITIVE relations the parties involved are predominantly posi- Director of Student Welfare tively interdependent) show more of these Geelong Grammar School In the management of our life circumstances, positive characteristics: our interactions with others are informed by our core beliefs or principles. Those prin- 1. Effective communication is exhibited. ciples are either cooperative or competitive Ideas are verbalized, and group members in nature. Our interactions with others are are attentive to one another, more respectful, rarely inconsistent with these core beliefs. trusting, accepting of ideas of other mem- Cooperative interactions are supported by bers, and being influenced by them. They a core belief that people are basically good have fewer difficulties in communicating with and will not seek to take advantage over or understanding others. us (win/win). Competitive interactions are supported by a core belief that people will, 2. Friendliness, helpfulness, and less ob- if given the chance, seek to take advantage structiveness is expressed in discussions. over us in relationships (win/lose, really lose/ Great empathy presents. Members are more lose). Some of us discriminate and establish satisfied with the group and its solutions and either cooperative or competitive relation- favourably impressed by the contributions ships on the basis of an established belief of the other group members. In addition, about the relationship partner. However, members of the cooperative groups rate these judgements are learned through the themselves as having a strong desire to win influence of other people and circumstances. the respect of their colleagues and in obliga- tion to other members. It is important here to be clear about what is meant by a “competitive” approach to rela- 3. Coordination of effort, divisions of labour, tionships. Competition itself is not necessar- orientation to task, achievement, orderli- ily bad. When we speak of competition as ness in discussion, and high productivity are an organised contest, such as sport, we are manifest in the cooperative groups (if the actually referring to a cooperative arrange- group task requires effective communication, ment mutually to improve. Sporting teams coordination of effort, division of labour or achieve success by developing a greater sharing of resources). level of internal cooperation. A champion team achieves more success than a team of 4. Feelings of agreement with the ideas champions. The same is true in business, of others and a sense of basic similarity in in schools, in any community, indeed in all beliefs and values, as well as confidence in circumstances where people relate to each one’s own ideas and in the value that other other. members attach to those ideas, are obtained in cooperative groups. The competition that damages is a combat- ive approach to relationships, such as that 5. Willingness to enhance the other’s power employed in aggressive debating, undisci- (for example, the other’s knowledge, skills, plined sport, and other engagements where resources) to accomplish his or her goals people seek power over others, rather than increases. As the other’s capabilities are power with them. Our interactions are in- strengthened, I am strengthened; they are of formed, from moment to moment and “in the value to me as well as to the other. Similarly, moment”, by these core beliefs which frame the other is enhanced by my enhancement our judgements of others and circumstanc- and benefits from my growing capabilities es. Codes of ethics and courtesy – decen- and power. cy and good manners – exist to nudge us all towards what is good for us and for others: 6. Defining conflicting interests as a mutual empathy, reciprocity, and the other elements problem to be solved by collaborative effort of cooperative relationships. If we’re acting facilitates recognising the legitimacy of each cooperatively and seeking cooperative inter- other’s interests and the necessity to search actions, we are more likely to find coopera- for a solution responsive to the needs of all. tion, and mindfully to engage constructively. It tends to limit rather than expand the scope On the other hand, a competitive approach of conflicting interests. Attempts to influence to relationships may lead us more often into the other tend to be controlled to processes circumstances where others seek to take of persuasion. advantage of us.

14 In contrast, a competitive approach to rela- Research indicates clearly that cooperative process (destructive, win/lose) to a coopera- tionships has the opposite effect: problem-solving processes equate with a tive process (constructive, win/win). Here positive and constructive conflict resolution empathy presents leading fundamentally to 1. Communication is impaired as the (win/win). Conversely, a competitive ap- The Golden Rule. “Do unto others as you conflicting parties seek to gain advantage proach to problem-solving is destructive of would have others do unto you” requires by misleading the other through use of false both parties and often produces a destruc- each party to treat the other with the fairness promises, ingratiation tactics, and disinfor- tive outcome (win/lose really lose/lose). Any they would normally expect if in the other’s mation. It is reduced and seen as futile as power differential between parties needs position. Reciprocity applies to how we they recognise that they cannot trust one to be managed with great care. Seeking should behave toward one another if we are another’s communications to be honest or “power with” rather than “power over” can to avoid a destructive conflict or motivate informative. enhance the constructive power of both constructive management of the conflict. parties. A cooperative process facilitates 2. Obstructiveness and lack of helpful- constructive resolution while a competitive This norm implies that all human beings are ness lead to mutual negative attitudes and process hinders it. In reframing the mistake/ equally entitled to just and respectful treat- suspicion of one another’s intentions. Each dispute/conflict into a shared problem to ad- ment, with consideration for their needs, person’s perception of the other tend to dress together, we rebuild relationships and and to basic liberties, such as freedom of focus on the person’s negative qualities and enable a constructive cooperative resolution. conscience, thought, and expression as to ignore the positive. In contrast, a competitive process denies well as freedom from coercion. It does not the parties ownership and responsibility for imply that people necessarily have the same 3. The parties to the process are unable to joint resolution. Conflicting parties are more status, privileges, power, needs, or wealth, divide their work, duplicating one another’s likely successfully to reframe the presenting but that such differences should not be the efforts such that they become mirror images; problem if they follow the norms of coop- consequences of one person’s violation of if they do divide the work, they feel the need erative behaviour. These norms include the other’s entitlement. to check what the other is doing continually. respectful, responsible, honest, caring behaviour towards others. Again, the sup- Implicit in constructive conflict resolution 4. The repeated experience if disagreement porting core belief is the fundamental good- is a mutual recognition of being a part of and critical rejection of ideas reduces confi- ness of people. All parties must be mindful a broader community that members wish dence in oneself as well as the other. of emotional responses in the moment and to preserve, sharing some key values and manage such in a way that respects and norms. Reasonable people understand and 5. The conflicting parties seek to enhance enhances rather than inhibits cooperation. accept that their own judgement as well as their own power and to reduce the power of Faith in the goodness of others facilitates the the judgement of others may be fallible and the other. Any increase in the power of the positive emotion that supports compassion coercive tactics should not be employed other is seen as threatening. in the moment. Meditation has likewise been (such as physical threat or violence to the shown to increase compassion. An instant person or property, and psychological ma- apology is a most constructive way forward nipulations and abuse such as manipulation if an emotional error is made at the outset. and exclusion) for in the end the resolution Without this and the forgiveness of the other will not be constructive. party it is difficult to move from a competitive

15 QUALITY

STUDENTINVESTMENT YOUR CHILDREN PERFORMANC SLEEP EDUCATION ENDORSED CHIROPRACTOR FUTURECOMFORT KING KOIL HOME BED SCHOOL LEARNING ACADEMIC BRAIN DEVELOPMENT

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Student performance is directly affected by the quality of their sleep, an investment in a King Koil sleep set is an investment in their future. Chances are your children are already sleeping on a King Koil bed at home; give them that same reassuring comfort away from home with a quality sleep set from King Koil Commercial. King Koil’s International Approved Chiropractor sleep sets are now available to boarding school students through King Koil Commercial a division of Australia’s leading bedding supplier, A.H. Beard.

www.ahbeardcommercial.com 1300 654 000 What is Sustainability?

AUTHOR management of agricultural plots, livestock, really differentiated itself. While economic Ben Copeman fields, gardens, fertiliser, chemical and water and environmental issues can be used to Risk & Sustainability Consultant use, the main ‘environmental’ impacts will be promote your corporate social responsibil- through indirect uses such as energy use, ity (CSR) status, Social sustainability in waste management, supply chain impacts general, really impacts on your social license and staff travel and commuting. In essence, to operate. It is about internal communica- the environmental sustainability process tions, staff morale and culture, staff retention, Definition: identifies your carbon, environmental and attraction and succession, how your staff The United Nations defines Sustainability as: ecological footprint and any impacts you interact with the community your school is “An activity or business process that meets may have on local biodiversity. serving and residing in, your schools involve- the needs of the present without compro- ment with local charities and not for profits, mising the ability of future generations to The fortunate thing with sustainability as- human rights, equality and capacity building meet their own needs”. sessments is that they are flexible; that is, programs. they can be done as a whole and include A boarding school perspective could be: “To all aspects of the business and result in a Summary provide a service that is financially viable, Triple Bottom Line report, or specified areas As most Directors of school boards would socially equitable and environmentally ac- of the business can be assessed in isolation. be aware, they assume exactly the same ceptable”. For example, as the above environmental legal responsibilities under the Corporations issues can be assessed in isolation so can Act, Fair Work Act (FWA), Workplace Health In its simplest form, it means “to last, to economic issues such as the costs of: and Safety Act (WH&S) and the Environmen- endure”. tal Protection Act (EPA) as does any other • Energy: Are your lights and appliances director. Sustainability is a much used and in the energy efficient? What do you pay per main, a misunderstood, term. It does not kWh? Can you join a cluster to get a In addition, when the proposed National mean being green nor is it totally about the cheaper rate? Are there technologies Standards for Australian Boarding Schools environment. It encompasses the Three available to reduce energy use? become endorsed by Standards Australia, Pillars of Sustainability being Economic, • Waste management: How do you manage then boards will assume a de facto respon- Social and Environmental. It is essentially a your organic waste? Your administrative sibility to ensure the School is compliant and component of good risk management and and e-waste? Your clinical waste from therefore further assume a de facto legal just like the term ‘risk’, sustainability has sick bay? Your wet / dry waste from the responsibility. different meanings to different people in dif- Ag plots? Most of these can be converted ferent environments. to what we call a zero waste system. Not This final point emphasises the fact that zero as in no waste at all but zero as in sustainability is another component of risk. Very few businesses (school’s included) will converting your waste to profit centres. As good risk management is about being have a direct environmental impact. While • Supply chain, staff travel and commuting: prepared, proactive and expecting the unex- some boarding schools will have some direct All touchy areas and better off left to pected, real sustainability is about: environmental impact through emissions, discussions as to how much control you

have over them and what measures you 1. Good economic and corporate have the authority to implement. governance; (Governed by the • Demographic impacts: What affects (in Corporations Act) any) will changing demographics have on 2. Sound and practical environmental future cash flows; what risks are you stewardship; (Governed by the EPA) assuming in targeting a specific demo 3. Demonstrable and equitable social graphic? participation. (Governed in part by FWA & WH&S Acts) TCB Solutions have entered into a strate- gic alliance with the Sydney based Carbon Together, risk and sustainability are clear Reduction Institute (CRI) to enable our NSW examples of good management and there is clients to access and participate in the NSW a clear link between good management and Energy Savings Scheme. A number of business performance, increased values and Sydney based boarding schools have al- community acceptance. ready utilised CRI’s expertise to improve their energy efficiency and move toward a state If you wish to find out more about how your

of carbon responsibility or CRI’s Low CO² school may start to develop a Sustainability accreditation. Through this alliance, TCB Plan, either full or partial or even just dip a Solutions can facilitate and expedite access toe in the water with an audit of a specified to the scheme. area of the School, please contact me at [email protected] or phone on Social sustainability is where a school can 0431 289 366.

17 ABSA Annual Conference Gold Coast 2012

Photos by Chris Tippelt Photography 18 ABSA Premier Leadership Award 2012 Awarded to Dave Scott from Scotch College, SA

Dave’s remarkable physical feat to support Indigenous Boarders in the Yalari organisation is unsurpassed.

He has devoted one year of his life to prepare for his 7 marathons in 7 days in 7 cities around Australia - all for a boarding cause. This selfless act should be recognised by all working in Boarding. Furthermore he has transformed single sex boarding at Scotch College, Adelaide into a real co-educational experience with boys and girls living harmoni- ously under the same roof. He had to lead from the front to do this and his systems and processes are a model to all. He has revolu- tionized communication within the boarding community and it is a good model for others.

The ABSA Most Innovative Idea in a Boarding School 2012 Awarded to Scotch College, Perth

The Bibbulmun Track is an arduous trek that the boys commence in Year 8; many are over- whelmed with the experience as they come to terms with a foreign environment and are forced to rely on themselves and their peers in order to get through each leg of the journey.

However, it is not long until they discover the virtues of such an experience as the group of boys forge friendships and bonds that will last the next five years and beyond. As they grow and mature with each successive section of the track, the boys develop a better sense of mateship and team spirit as they discover the importance of considering others and that life is very much about helping and relying on each other.

The expeditions, from Year 8 to Year 12, form an integral part of each boy’s emotional, physi- cal and intellectual development, which makes the journey all the more remarkable for its abil- ity to capture the essence of the adolescent journey. Boys walk approximately 200 kilome- tres a year in two one-week blocks each year. Each stage gives the opportunity for boys to develop new personal and interpersonal skills.

19 Indigenous Students Develop Skills to become Future Leaders

AUTHOR Leadership, team work and self confidence networking opportunities within the arena of Alexandra Pitzing are among the most important skills to politics. Australian Indigenous Education Foundation pursue a successful career and to fulfill your full potential. “We want to empower Indigenous students to become well-educated leaders and role The Australian Indigenous Education Foun- models with a strong voice for their commu- dation (AIEF) Pathways Program is designed nity. This program is a great opportunity for to assist Indigenous students in developing the students to use their leadership skills and these skills by providing a wide range of learn about career options,” says Andrew work-readiness activities for the students Penfold, AIEF’s Chief Executive. who study at boarding schools across the country supported by AIEF scholarships. One student, Carlin from AIEF’s new Partner School, Ipswich Grammar School, was This term, AIEF scholarship students had placed in Education Minister Peter Garrett’s the opportunity to participate in two exciting office and got to spend valuable time with activities that offered unique experiences the Minister and learn a lot about his day-to- and a chance to build and strengthen their day work. personal and leadership skills. “I never thought I’d get the opportunity to Learn Earn Legend! Work Exposure with spend a week with Peter Garrett,” Carlin Government Program said. “I’m pretty stoked. I come from a In September, 100 Indigenous students trav- town with not that many opportunities. It elled to Canberra for the Learn Earn Legend! just opens up a lot more pathways and stuff Work Experience in Government Program. like this I can get involved with.” The week-long program, which has been co-organised by AIEF for three years, opens Minister Garrett commented on the benefits doors to the public service for Indigenous this program has for the students: “These students by placing them in in MPs’, Minis- students are future leaders in their commu- ters’ and Senators’ offices for practical work nities and Australia. This program is about experience. expanding their horizons and making them aware of the possible job opportunities and After overwhelmingly positive feedback from pathways available.” students as well as politicians over the past two years, AIEF participated in the program “We hope some of these students will con- once again and sent 16 Indigenous students sider further study and work to become the from AIEF schools across Australia to Can- departmental secretaries and politicians of berra for a week of exciting experiences and the future,” Mr Garrett said.

20 work together in a team to overcome difficult challenges, or to cook dinner for the group.

The seven-day course, which was supported by AIEF’s and Outward Bound’s corporate partner, The Trust Company as Trustee for the Fred P. Archer Charitable Trust, included a series of physical and mental challenges that aim to empower them to realise they are capable of more than they may think.

The students really enjoyed the challenge, Tegan saying “although I struggled, I appreci- ated the support from the other participants” and at the end of one navigation through a series of checkpoints Uriah said she “had never been so excited to see rice crispies!”

“Resilience, self-confidence and leader- ship are among the most important skills to pursue a productive career and the AIEF AIEF Outward Bound Experience Outward Bound Experience is a great op- portunity to develop and strengthen these During the September school holidays, skills.” 18 students in Year 8, 9 and 10 from AIEF Partner Schools in New South Wales and Queensland had the chance to participate another exciting and challenging Pathways activity – the AIEF Outward Bound Experi- ence.

The two programs couldn’t be more differ- ent: instead of the halls of Parliament House, students wandered through Namadgi National Park in ACT; instead of attending question time and getting to know the work in public service, they learnt how to navigate through the bush, abseil from a 12m cliff and

“After a successful pilot in 2011, we look forward to seeing more Indigenous stu- dents emerge from the camp with more self-confidence, new friends and a better understanding of their own capabilities,” said Mr Penfold.

Outward Bound CEO Benjamin Farinazzo said Outward Bound’s outdoor education program empowers participants to discover, develop and achieve their potential. “We are founded on helping young people prepare for the challenges and uncertainty of life by developing the most positive elements of the human character consistent with our core values of integrity, responsibility, resilience, compassion, service and human potential,” said Mr Farinazzo.

21 What Heads Want and Why...

AUTHOR PREAMBLE boarding. To fully enjoy boarding, a student Garth Wynne must be fully involved in the activities of Headmaster The most important part of any organisation school and House and understand what it Christ Church Grammar School is the understanding and quality of com- means to live in a community, i.e. to respect munication that exists between people with other people, to respect their property, to regard to the expectations they have of each make responsible choices, to learn appropri- other as they strive to achieve their com- ate social behaviours and to show kindness, mon goals and aspirations. In a boarding fairness, honesty and courage. In summary: school, this relationship is no more acute to be a good citizen. I expect residential than between the Head and those people staff to be the role models of this good who lead the residential community or who citizenship in all that they do. work within it. I believe that it is generally ac- cepted that boarders, who live and breathe Women who have a thorough understanding their schools, disproportionately affect the of their Duty of Care and all matters related culture of the wider school community. It to Child Protection so the girls feel secure is further accepted that residential staff can and supported and they are well protected also have a similar impact on staff culture. themselves. I’d like boarding staff aligned It is vital, therefore, that those who work to the values and ethos of the school. They within residential communities know what need to remember that they are role models is expected of them by their Heads. The for the girls. I want them to be good-hu- boarding house is both a significant asset moured, caring and fair in their administering and liability for the Head in the total school of discipline. context and therefore a clear understanding needs to exist between all involved for its Boarding staff who care about the boys, management and successful contribution to who see them as individuals and actively the whole school. engage with their lives, their studies and their activities. Staff who know the boys’ parents What Heads Want and draw them into the life of the House, even from a distance, and help nurture a The Association of Heads of Independent sense of family for each boy, ideally by bring- Schools of Australia (AHISA) has in its mem- ing their own family life into the House. Staff bership 115 boarding schools, almost all of need to make clear the boundaries, routines whom are members of ABSA. The follow- and expectations, but in ways that make the ing anonymous quotes are a selection from boys feel respected and treated fairly at all Heads of AHISA/ABSA schools that inform times. Staff should love what they do and and give insight into the mindset of Heads seek ways to make it ever better - not to see and what they want from their residential each boy’s problem as an imposition. Staff staff. should share their boys and their Houses with everyone in the School - not patrol their Boarding staff should be responsible role empires in defensive isolation. models as young people absorb their stan- dards so much by observation. People who Boarding Staff need to create a tone go the extra mile and do not sit moaning within the boarding house that is loving and about the job description. People who are generous, yet has clear expectations. The committed because they love kids and not sense of love comes from the idea that the because it is financially beneficial. People purpose of education is to learn to love God, who teach in the school by preference as neighbour and self, and that the boarding they will know the details of the whole life of house demonstrates that love. Love is based the student. on trust and honesty so expectations need to be articulated clearly. They should always Boarding should aim to provide structures discuss expectations, not just roles and and systems which blend only the best responsibilities. School is more a domestic traditions with practices that reflect modern place than a corporate place so the boarding principles of residential care. However, the house needs to reflect a ‘groundedness’ real success in boarding comes from what that allows girls a chance to be themselves, goes on within the house. It is the intangibles but also to be aware of others. Staff need to of tone, ethos and reflected values that have ‘listening ears’ and a sense of what is combine to create a culture of care, warmth happening in the house. and acceptance which is truly significant in

22 Boarding staff should form constructive Staff who create a safe, harmonious and The Boarding House staff should provide relationships with students, whilst maintain- vibrant community. They should know a warm and family-like environment where ing appropriate boundaries and getting the each young person in their care well and each individual student can strive for balance right. They need to gather informa- know what they are doing. They need to individual excellence. The Boarding House tion regarding students’ overall progress and be understanding of the differing situations staff should provide an extra dimension to their well-being to be able to respond to their each student will be experiencing and to the school, whereby there is an opportunity needs and provide support and guidance. help each young person strive towards their to provide holistic education to the stu- Strong communication skills are important as potential. They need to provide a place of dents and have a complete inclusion of the well as the ability to link with a range of staff certainty, not in terms of being so rigid that school’s key ideals and goals. and form a broad perspective of factors that students feel anxious about the slightest influence student well-being. Enthusiasm, thing which goes wrong, but consistent in Boarding and residential staff must always energy and a positive outlook are all es- terms of approach, so that all these young act in the best interests of the boarders and sential, as well as a strong desire to see stu- people feel fairly treated. They should be in accordance with the standards, ethos and dents flourish and achieve to their potential. interested in each person in their care and professional requirements for boarding staff Maintaining respect and integrity is essential to encourage communal activities and to as set down by school. The parents and the in terms of expectations regarding behaviour facilitate activities for unique individuals also. school expect boarding staff to take up the and the way students treat each other and They need to have the respect of the people responsibilities of a parent. Their ultimate staff in order to build a boarding community in their care. Residential staff should create responsibility is for the duty of care of the that is supportive and compassionate. the best possible environment for boarding students in their charge. They must like students. young people, understand the way they learn

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Wednesday, 31 October 12 23 and play and be an outstanding role model dence to the parents that their child is cared and mentor. They must show a commit- for and safe. ment to operations and routines required for effective community living. A passion for the Staff must have advocacy for the boys in health and wellbeing of students is critical, their care as well as empathy and good as well as an appreciation of their capacity communication skills for dealing with par- to influence the academic, social, emotional, ents. Boarding staff should be fully aware spiritual and physical development of the of the 24/7 nature of their roles. Whilst they extraordinarily diverse and wonderful young may have rosters, staff’s ambient pres- people in their care. ence in the boarding house, when not on rostered duty, is critical. They must accept The role of residential staff is vital in providing that their role is ‘to loiter with intent’ - to a high degree of care to meet the needs of just ‘be around’ the duty desk, the dining all boarders. Staff must have a genuine inter- hall and the common areas in the boarding est in the holistic education of both boys and residence. girls, be able to work as a member of a team and be a positive role model in all areas of All boarding staff should understand the life inside and outside of school. Staff should privilege and the responsibility implicit in pro- show initiative in encouraging a positive fam- viding care for boarders. Those working in a ily environment within the boarding house residential community should go out of their and support behaviour management of all way to seek to know and understand each boarders. They need to show commitment, boarder and to exhibit respectful behaviour. be reliable, honest, diligent and empathetic. They should have good organisational and Boarding staff need to fit with the school’s communication skills, as well as the capac- values. They need to be able to operate with ity to build positive relationships based on a broad framework in place, but to treat chil- mutual respect. dren (and situations) in an individual sense within that context. They must have strong Staff who espouse the sort of qualities organisational skills and must genuinely care expected from boarders and are therefore about the journey and see that each child a good influence just by being who they has their own set of special gifts. Staff must are. This includes supporting everything the have a deep sense of appreciation for the school does - from chapel to sport to music commitment and trust involved with a family to service and adventure actives. Staff who placing their child in boarding and they must show reliability, punctuality, trustworthi- also have a strong commitment to academic ness and have good manners. Residential attainment. staff who are caring and calm and are able to develop professional relationships with Staff must have an appreciation and un- students based on mutual respect. They derstanding that boarding (leadership, in would show initiative in knowing all students particular) is a 24/7 job. in their care, showing interest in their lives, taking time to notice good things they do, It is unsurprising that Heads expect a great whilst maintaining a professional distance as deal from residential staff. Often, when one a staff member. Residential staff must have adds the benefit of school-provided accom- first rate communication skills with families, modation, they are amongst the most highly staff and students. remunerated members of staff in the school in an area that, in a budget context, is often Residential staff have to be able to provide cross-subsidised by the day community. a balance between a caring and nurturing family environment with that of an environ- Implicit in all the comments above is the ment that requires structure and discipline assumption that the residential staff member due to communal living and the challenges is a proactive practitioner, eager to solve it can present. The staff must understand problems in the best interests of the children the responsibility that comes with working and families they serve. It is also implied that as part of a residential team. They must be residential staff ‘know what they’re getting consistent and fair, both as a group and as into’ when they sign up. individuals. They must understand that the parents will expect regular and meaningful At Christ Church Grammar School, the final communication. Staff need to impart confi- paragraph of the Duty Statement for Year

24 Group Co-ordinators in the residential com- friends, colleagues and out-of-school of staff and student initiatives. Often, the munity reads as below: activities can be found, but in less than respect the Head shows to the residential regular ways. community by allowing those within ‘to get Applicants must recognise that pastoral on with it’, is misread as a lack of care or care in a residential environment is a Applicants do need to be realistic about interest. Take it from one who has been on major commitment. Whilst certain duties this. both sides of the fence - this is definitely not are formally rostered, one’s life as a staff the case! member within a Residential Community Heads would like residential staff to remem- is very much more than that. Your week- ber the commitment that they make on ap- ends and weeknights may be interrupted pointment. Whingeing about hours worked, by meeting your commitments to the complaining about maintenance and feeling boys, their parents and guardians. Time hard-done-by simply doesn’t cut it! will be spent counselling boys and follow- ing up on issues during the week. There As a final piece of advice, residential staff is a different rhythm to life than in most need to appreciate that their Heads value other jobs. There are times of complete being invited into the special domain, which commitment to the boys, often for com- is the school’s boarding house/residential paratively long periods. Time for family, precinct, to witness the positive outcomes

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Saturday, 20 October 12 25 8 Ways to Better Use Your Schools’ Twitter Account

AUTHOR #1 - Update your profile picture quickly check what current parents are Simon Noakes Your Twitter profile picture is a great op- tweeting or if you are looking for latest news Managing Director of Interactive Schools portunity to create visual recognition to your you can check up on education specialists. brand. It is the image that will appear to the left of all your tweets. It is therefore important #4 - Use lists for curation that you choose the best possible image. When you are struggling to find content to Many schools choose their logos and this is share, lists can be a saviour! If you have a list usually a great tactic as long as you realise that is dedicated to shareable content then just how small your image is going to be. you can create your own curation portal. The school logo tactic becomes problematic Once you need inspiration you can simply go when there is a lot of detail to fit into such a to your curation list and find some tweetable small space. content.

Things to remember: #5 - Brand your background • Ensure the image fits into the square box. Twitter allows you to customise your back- When a profile picture is cropped or distort- ground. This enables you to completely ed it looks very unprofessional and cheap. brand your Twitter page and also provide You want your school to show it cares about extra information about your school. It al- the details - show it with your profile picture. lows you to create an impression on people • Any copy in the image must be readable. who have no previous experience with your If your logo contains words that cannot school. be read then there is no need for it to be included. #6 - Follow your audience • Consider using a headshot. Many busi- You must follow your audience. There are so nesses use their CEO or Social Media many Twitter users that do not believe they Manager’s face as their picture. People should be following people - they feel it may connect with faces and we understand that take authority/prestigiousness away from schools and their Heads are hesitant to them. The reason social media has exploded move forward with this technique. Business- for consumers and businesses is because es understand the need people have for a of the way it has regenerated the ability to human connection with brands so why can’t converse, collaborate and share. schools? It is an option. It is not necessary for you to follow every fol- #2 - Rewrite your bio lower but it is important to follow those who Your bio tells the story of your school all in you are or may converse with. 160 characters. Three things to include in this space: Not only does it help build relationships but it also helps manage conversations. • Describe your school • Explain what makes you different #7 - Add photos to your tweets • Show some personality Have you ever heard of Instagram? The free iOS (and now Android) app was recently Try to review your bio every 4-6 months to acquired by Facebook for $1 billion. Photos make sure it is still fresh. are simple but yet tell you a visual story that your followers, in their time conscious world, Tip: Make sure you include your location and consume in seconds. your website address. Instead of just tweeting “We’re on a school #3 - Organise who you follow into lists trip” or “We have a famous visitor today” you Schools follow a wide range of accounts on should add a picture of your trip or the visitor Twitter - current parents, prospects, pupils, at the school. education specialists, competitors, local news, celebrities and many more. #8 - Review your content Not many people are aware of the capabili- Just as you review any plan you must also ties that Twitter lists can provide. Schools review your Twitter plan. If you have a pub- can organise who they follow into precise lishing schedule or you just have guidelines lists that help organise the plethora of con- you must look back and analyse your con- tent into actionable communications. tent. What worked and what didn’t. When you have your lists created you can

26 Tweeting for 50 when starting out and tweet- Twitter account? Have you got more ideas to ing for 5000 engaged followers require differ- add? Share your thoughts at ent tactics and content strategies. http://blog.interactive-schools.co.uk - or fol- low us on Twitter @intSchools or the author Have you implemented any of these for your Simon Noakes @simonnoakes 27 Chairman’s Report For the Annual General Meeting of the Australian Boarding Schools’ Association September 2012

AUTHOR Governance I want to pay tribute to the energy, drive and Dr T F Hawkes, Chairman The composition of the ABSA Board of commitment of our Executive Director, Rich- Australian Boarding Schools Association Trustees is designed to ensure maximum ard Stokes. Under his leadership, the profile representation from boarding schools and influence of ABSA has grown through- around the nation. It is also constituted so out the year. He has been indefatigable that it includes representatives of the major in running Duty of Care training courses educational bodies that have an interest in throughout Australia and in advancing the Introduction school boarding such as the Association of mission and purpose of ABSA in countless 2011-2012 has been a significant year for Heads of Independent Schools (AHISA) and other ways. I thank him and his Office Man- the Australian Boarding Schools’ Associa- the Catholic Secondary Principals’ Associa- ager, Thomas Dunsmore, for their invaluable tion (ABSA). The reasons why will become tion (CASPA). service to ABSA this year. readily apparent as one digests the balance of this Report. The net effect of the initia- There are 15 Trustees representing most I also pay tribute to the Office Bearers, tives described below is to have entrenched States and Territories within Australia. Of Pauline Turner (Deputy Chair) and Madonna ABSA as Australia’s peak body in the area particular significance is the fact that BOTH Hennessy (Treasurer) for their wisdom and of residential education for school-aged employers and employees are represented collegial support. Their collective experience children. on the ABSA Board. This is a particular in boarding, when annexed to the sagacity strength of the Organisation for it ensures ef- of the rest of the Board, has done much to The failure to have formed ABSA some fective discourse between these two groups. ensure the continued health of ABSA. six years ago would have resulted in an The Officer Bearers of ABSA in 2011-2012 important part of Australian education being have been: Finances leaderless and prone to having its interests Chair Dr Tim Hawkes, The 2011-2012 has represented a year of good ignored or met by curious groups that do King’s School, financial health for ABSA. The Board’s fiscal not represent the bulk of the Australian Parramatta, NSW management is professionally audited and school boarding industry. In short, 2011- Deputy Chair Ms Pauline Turner, has been shown to adhere to those stan- 2012 has demonstrated the clear need for Presbyterian Ladies dards of probity that are the hallmarks of a the existence of ABSA. College, Croydon, NSW well-run organisation. Treasurer Ms Madonna Hennessy, Membership St Vincent’s College, Funds are quietly being built up to arrive at ABSA membership is at record levels Potts Point, NSW a proper reserve against the day they might with well over 95% of Australian Boarding be needed. Operating capital is healthy and Schools now members. It has been encour- The Trustees on the Board are: has been sufficient to enable ABSA to fulfil aging to see a few schools that have held Tim Agnew Prince Alfred College, its objectives over the year. These include, out on becoming members now becom- Kent Town, SA but are not limited to: ing members. Small wonder. The impact Tina Campbell St Mary’s Anglican Girls’ • The printing and purchase of Duty that ABSA is having on shaping the future School, Karrinyup, WA of Care which continues to be the of boarding in Australia is such that most Sue Collister St Catherine’s School, major training course for boarding boarding schools want to be part of that Toorak, VIC staff in Australasia. process. Even State boarding schools are Gary Davison Westminster School, • The financing of professional seeking membership. Marion, SA development courses. Rosalyn Lindsay Lauderdale, TAS • The devolution of monies to State Our total number of members, as of 1 July Divisions of ABSA, in order to help 2012, is 175 members, who nurture over Ben Manifold The Scots PGC College, fund regional training initiatives. 16,000 boarders. Warwick, QLD • The financing of the Website and the Alistair Miller Kinross Wolaroi School, quarterly production of Lights Out. Orange, NSW • The financing of research into boarding Brad Papworth The King’s School, undertaken in conjunction with Mr Brad Parramatta, NSW Papworth and the University of Sydney. Simon Shepherd Wesley College, Glen • The financing of the adoption of ABSA’s Waverley, VIC National Boarding Standards by Declan Tanham Nagle Catholic College, ‘Standards Australia’. Geraldton, WA Tina Twigg Canberra Girls Grammar The income for 2011-2012 was School, Deakin, ACT $488,226.62 and expenses were Garth Wynne Christ Church Grammar $366,942.77. Our total financial assets, as School, Claremont, WA at end June 2012, were $299,605.59.

The Executive Director of ABSA has been: A balance is sought between keeping mem- Mr Richard Stokes bership fees to a minimum without compro-

28 mising the purpose of the Organisation. I into the efficacy of boarding in promoting Communication believe ABSA to be running efficiently and academic achievement and the influence A valuable service provided by ABSA characterised by the highest level of integrity. of boarding on the formation of values in throughout 2011-2012 has been the students. Supported by Sydney University, enrolments generated and the information National Boarding Standards this research is being conducted by Mr Brad provided on its website: Our Goals, as an organisation, clearly identify Papworth, as part of his PhD. This project the putting in place of national boarding represents the most significant research www.boarding.org.au standards as a key objective. This task has being conducted into boarding anywhere in been advanced to near completion. the world. ABSA await the final results of This has been augmented by the quarterly this research (due in 2013) with a great deal publication of Lights Out, which has become I had the privilege of compiling the initial of interest. one of the most respected professional draft standards. This task could only be magazines in the boarding world. completed after seeking a significant amount Professional Development of guidance from colleagues both nationally Our Executive Director, Mr Richard Stokes, Advocacy and internationally. These draft standards has travelled the length and breadth of the Throughout 2011-2012, ABSA has been were then critiqued by ABSA Board Mem- country to assist State Divisions, regional heavily involved in advocacy. Much of this bers and the Executive of AHISA. Having areas and schools in training boarding staff. has centred on informing the Federal Gov- completed this process, the draft standards Using ABSA’s Duty of Care, (now facing its ernment about the appropriateness of ABSA were submitted to ‘Standards Australia’ for third print), these training initiatives have con- determining boarding standards for Austra- national adoption. tributed significantly to the growth in profes- lian boarding schools. However, ABSA was sionalism of the Australian boarding industry. also involved in other areas of advocacy At the time of writing, the adoption by About 500 people complete the Duty of Care such as tackling the Department of Immigra- ‘Standards Australia’ is progressing well with course each year. tion when it wanted to restrict the number of feedback suggesting strong support for this visas awarded to GAP students. The swift initiative. 2012 also saw the running of the ABSA intercession by ABSA caused the Federal Biennial Conference. This year’s conference Government to reverse its policy to restrict The putting in place of National Boarding was at Surfers Paradise, Queensland, and, visas. This represented a major win for Standards has been a significant task. It at the time of writing, had attracted over 230 Australian boarding schools who, character- helps realise one of the last great goals delegates. istically, employ several GAP students. established by the original ABSA Trust- ees. The engagement with this task has With the withdrawal of support by the Conclusion also enabled ABSA to clarify its credentials Australian Catholic University as the body In conclusion, 2011-2012 has been a strong with the Federal Government as being the marking the Duty of Care course, most of year for ABSA. It has been a privilege to organisation with the greatest mandate to the current endorsement is being done by be Chairman at such a dynamic time. The determine boarding standards for schools. ABSA itself. It is the mark of the maturity of health and vitality of ABSA rests on its Board I make mention of this given the Federal a profession that is able to control its own and its Members. To both, I convey my Government’s initial intention to have the credentialing. That said, investigations are heartfelt thanks for their support throughout National Association for Student Rural currently underway to look at other ways of the year. Accommodation (NARSA), now trading as having our Duty of Care course endorsed, ‘Boarding Australia’, the responsibility to marked and credentialed. design the national boarding standards. This proposal was considered entirely inappropri- ate by ABSA members, who believed that the proper body to complete this task was ABSA.

Thankfully, both the Federal Government and NARSA have retreated from their initial position. They will be restricting NARSA’s initiatives to designing standards for board- ing hostels and such other organisations that might be members of ‘Boarding Australia’. This represents a satisfactory outcome – but it is an outcome that has only been made possible because of some intense political lobbying by ABSA.

Research ABSA has continued to fund research

29 John Wooden’s Leadership Lessons That Work On and Off the Court

AUTHOR At the start of each basketball season at relationships are developed. Not always, but John Wooden UCLA, Coach John Wooden used to per- ideally,” he says. Ex-UCLA Basketball Coach, USA sonally demonstrate for his players “how to correctly put on sweat socks to avoid folds, The coach, manager, CEO, or other person wrinkles, or creases that cause blisters,” he in charge “must find appropriate ways to recently told BLR. Such attention to detail, show individuals under his or her supervi- Taken from “Coach Wooden’s Game Plan for he says, is critical for success on and off the sion” that he or she cares about those Success: 12 Lessons for Extraordinary Perfor- court. individuals. mance and Personal Excellence.” Wooden’s leadership advice in the book provided insight What do sweat socks and blisters have to “Sincere care and consideration for an for HR executives and other leaders in any do with success? “A blister can cause dis- employee—or player—must be expressed. organization. traction; a distraction can cause a turnover; Otherwise, how will they ever know they’re a turnover in the last seconds of a game can not considered just a cog in the wheel, cause you to be outscored,” he says. expendable? “What if that game is for a national cham- pionship? I ask executives, ‘What is your “People will work harder and better if they version of putting on socks correctly?’ And know they are valued as a person, part of an that’s just the start of looking for relevant extended family, a member of an organiza- details.” tion that cares about them.

Wooden led the UCLA Bruins to 10 NCAA “… For example, in the minutes before our basketball championships in 12 years and, practice would begin, I’d seek out players among other accomplishments, has been and talk to them about something in their named America’s “Greatest Coach of the lives beyond basketball. ‘How’s Mom? Is she 20th Century” by ESPN. feeling better?’; ‘Are you doing OK in that history class?’ His most recent accomplishment is co- authoring a book, Coach Wooden’s Game “You can’t fake your interest, but when you Plan for Success: 12 Lessons for Extraordi- have genuine interest you must look for ways nary Performance and Personal Excellence to show it that are appropriate … There (McGraw-Hill, 2009), with Steven Jamison. are many little ways you can show that you Wooden’s leadership advice provides insight care.” for HR executives and other leaders in any organization. Good Leaders Teach When asked what makes a leader a good Demonstrate Your Values teacher, Wooden points to the “Four Laws of Wooden says leaders need to demonstrate Learning,” which are the same as the “Four the values they expect others to have. Laws of Teaching” (i.e., Explanation, Demon- As a leader, you “can talk about ‘values’ until stration, Imitation, and Repetition). you’re blue in the face, but whatever you say pales in comparison to the power of what “Assuming you know what your subject mat- you do—your own example. ter is, it’s also good to remember a few other fundamentals,” he says. “Offer information “... It’s important to ‘demonstrate’ your in bite-size pieces; be patient; recognize the values because it gives those under your different levels of learning ability within your supervision an important message: ‘This is group.” how we do things here; this is what I expect from you,’” he explains. “How a leader “And, as important as anything, remember behaves is generally how your organization that a teacher—the leader—must never behaves. Work ethic? Enthusiasm? Courage stop learning. When you’re through learning, under fire? Fairness? Integrity? Quality of you’re through. I am still learning, and I’m execution? Even being on time for meetings? almost a hundred years old. You must never The leader sets the standard with his or her stop learning.” own example.” How to Earn Respect, Trust Let the Team Know You Care “If you give respect, you’ll get respect. The “A great organization in business or basket- same goes for loyalty, and trust and all the ball is an extended family. At least that’s how other virtues that I believe great leaders have it is for me. Strong bonds exist and positive to offer,” Wooden says.

30 “I also believe the leader, the person in the reporters wouldn’t ask about, just so that charge, is usually the one who must initiate player got some deserved attention. the process. Don’t wait for an employee to respect you before you’ll respect him or her. “In practice, I would acknowledge them Hire good people, respect and trust them. more often than the ‘star.’ (I would generally give the ‘star’ my praise privately.) “I believe the following: ‘It is better to trust and be disappointed occasionally than to “In my perspective, some players might mistrust and be miserable all the time.’ I’ve be harder to replace—Bill or Kareem, for been disappointed a few times along the example—but that didn’t make them greater way, but not enough to change my thinking than their teammates.” on that subject. Common Leadership Mistake “Trust is “one of the most powerful leader- What is the most common mistake that lead- ship tools available to a leader,” Wooden ers make, and what should they do to avoid says. Why is it so important? making that mistake? “I don’t mean this to sound glib, but the most common mistake “There are challenges for a leader when leaders make might be fear of making a things are going great, but the challenges mistake,” Wooden says. are much greater when things are going bad—whether it’s a losing streak, a competi- “My great coach at Purdue, Piggy Lambert, tor who seems to be taking over the market, used to tell us, ‘The team that makes the or anything else. most mistakes wins.’

“And bad times are a part of what leadership “He meant that if you don’t make any must deal with. That’s when you need the mistakes, you aren’t doing anything; you’re trust of those under your supervision. They static, sitting on your hands. You must initi- have to believe in you. ate action to be competitive

“Without trust they may cut and run; with “.... Of course, the difficult thing is to un- trust they will follow you into uncharted derstand what kind of mistakes are worth waters. They must believe in you… Good making. If they come from lack of prepara- values are a fundamental element in creating tion and solid analysis, then you’re making trust.” the wrong kind of mistakes.

Promote ‘Greatness’ “A good leader knows and teaches the dif- “I define greatness as making the effort to ference between the good mistake and the do your job for our team to the absolute bad mistake.” maximum of your ability,” Wooden says. “You achieve greatness, in my view, when you do that. This is true whether you happen to be Bill Walton, Kareem Abdul-Jabbar, the sixth player on the bench, the equipment manager, or the head coach.

“Thus, greatness is available to everyone on our team, not just the super star or the high scorer in a particular game.”

As a basketball coach, “I made a very special effort to let the so-called lesser role players on a team know that I valued them and that they were pivotal in our achieving success.

“At the beginning of a press conference following a game, for example, I would inten- tionally mention a player or two who I knew

31 LAPG Education and Scolarest at National Conference

AUTHOR ABSA’s National Conference 2012 tralian Boarding Schools and Hostels were George Michaelides LAPG Education and Scolarest – the dedi- presented at the conference. An important Director of Business Development Education cated education specialists of world leading reference to nutrition has been included in caterer Compass Group - proudly provide these draft standards; Student Welfare - quality catering services to a growing num- Standard 3.7, “Boarders are getting meals ber of Australia’s leading boarding schools. that are monitored in terms of nutritional LAPG Education and Scolarest provide value, quantity, variety and choice”. schools with comprehensive catering solu- tions covering boarding facilities, student and LAPG Education and Scolarest pride them- staff cafes and the wider school community selves on providing students with a wide va- through function and event catering. riety of nutritional meals, which are delivered As a founding sponsor of ABSA we are through our own Nutritiouslife program. Nu- proud to have been an active participant in tritiouslife is based on the Australian Guide to the recent National Conference 2012 held in Healthy Eating for Children and Adolescents Surfers Paradise, QLD. and focuses on moderation, variety, and on providing options and education to help LAPG Education and Scolarest were repre- students make wise food choices. sented at the conference by; Jenny Pham, Food Services Dietician; Lisa Our accredited Nutrition and Dietetic team Hodge, Area Manager – Education; work closely with our school based chefs Cheryl Bosworth, Barista and Sean Ander- to provide great tasting healthy food. The son, Manager - Business Development. menus are reviewed on a regular basis by our dietitians to ensure nutritional value; por- Throughout the conference, we were de- tions, variety and choice are maintained. lighted to offer complimentary, barista made Implementing the Nutritiouslife program at espresso coffee and served in excess of 250 your school will ensure full compliance to coffees each day! this important draft standard. With LAPG Education and Scolarest taking care of your Jenny Pham, LAPG Education and Scolar- catering needs you will always be assured est Dietician, presented to the delegates our students are being served meals that tick Health and Wellness program Nutritiouslife, the boxes of nutritional value, portion size, which generated a great deal of positive choice and variety. interest. This discussion was timely as the draft National Boarding Standards for Aus-

32 Partnering For Childhood Safety restaurants and caterers. With more than On average, 5000 Australian children are 1500 entrants, the awards are the national injured every day with around 100 children benchmark for excellence in catering. They needing to be hospitalised. With school are specifically designed to promote and re- being the second most common site where ward industry best practice through aspects injuries occur, LAPG Education and Scolar- of a dining experience. est share the goal of improving childhood safety along with school communities around LAPG Education and Scolarest have been Australia. Compass Group – the parent recognised with two wins in their Industrial/ company of LAPG Education and Scolarest Institutional Caterer category: LAPG Educa- – believes that safety is behaviour for life and tion at Scotch College, Perth has been has therefore recently become a partner of named as the 2012 WA winner, and Scolar- childhood safety charity, KIDS Foundation. est at Loreto College, Sydney has been named as the 2012 NSW category win- KIDS Foundation is a national charity, work- ner. Both will now compete at the National ing in the field of childhood safety education. awards to be held in Brisbane soon. The Foundation team is dedicated to reduc- ing the incidence of childhood injury and Can We Assist? death by promoting injury prevention educa- We offer a discreet ‘no cost no obliga- tion. Their resources and programs can be tion’ expert review of your school’s current found in 7,500 schools across Australia. catering service operation, with a report detailing observations and recommendations Our sponsorship helps support a KIDS provided as way of follow up after the review Foundation Marketing and Business Growth has been completed. Coordinator who is developing a commu- nity and corporate engagement program, We welcome the opportunity to discuss our ensuring more schools have access to its unique approach to providing tailored cater- education programs. ing services at your school.

Prestigious Wins Please contact: The 2012 Savour AustraliaTM Restaurant Sean Anderson – Manager – Business & Catering HostPlus Awards for Excellence Development Education on 0411 865 399 or are the authoritative guide to Australia’s best [email protected]

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Traditional vs Digital Marketing overview Analysis of current online presence Social Media for the Education Sector Cross Media Campaigns for maximising ROI Bringing the offline world online – QR codes and Augmented Reality

Come and see us at the conference or contact us to book your day. (Details) The Positives of Social Media

AUTHOR Recently I spoke at the ABSA Conference This could be established with a Facebook Craig Flett where I was given mixed feedback on the group (which can be restricted so only ac- Australian Digital Partners implementation, regulation and opinions cepted members can view or post) and a on social media within Australian Boarding YouTube Channel specifically designed for Schools. A story from a boarding master in parents of boarders. The content on this Western Australia summarised how integral page chould relate to the parents i.e. pic- social media is in the current environment. tures from weekend activities of the board- ers, sports results, past student achieve- At this boarding school teachers would ments, upgrades to the boarding program, stand in front of the students and read out students awards etc. This would allow the the morning messages every morning. parents to feel connected to their kids, the Students were continuously missing football school and its’ community everyday as op- training due to not knowing times and posed to reviewing photos for five minutes at locations even though they were told in the the end of a semester. morning messages. The staff then decided to create a Facebook page that sent football Another social media tool that could be uti- training updates and instantly had 100% lized to help individuals feel connected to the attendance from the students. This isn’t boarding school is a YouTube channel with a surprising knowing how engaged students monthly update from the head of boarding. these days are with Facebook and their Video is an exceptionally powerful medium online communities. and is becoming the preferred medium for how people want to absorb information. Facebook and social media is an integral Allowing the parents to see footage of the way in which we as a society now com- month’s highlights is a powerful way to make municate. I understand that social media them feel engaged with the school. is a ‘risky space’ within schools but with Youtube and Facebook can also help past proper regulation and education it can be an students stay connected to the school. This exceptionally powerful tool. To restrict social can be achieved by developing a ‘YouTube media from students and staff would mean Yearbook’ with student profiles and signifi- that your organisation would miss out on the cant events from the year. The Facebook great opportunities that social media can page could keep the alumni up to date with bring to a community. the achievements of fellow students, alumni events, sporting team scores and significant When it comes to digital and social me- school milestones. dia strategy you only need to remember one thing; “a human’s greatest desire is to Social Media and the digital era has been connect”. The human desire to connect considered a taboo subject within some will never change but with developments in educational sectors, however with educa- technology the vehicles for this connection tion and appropriate implementation it can have changed and will continuously evolve. be an excellent tool for Australian Boarding The simplest way to keep up with the ‘digital Schools. This space can be very daunting, and social media space’ is to develop a however, if you apply the principle of ‘a hu- strategy that allows your target audience to man’s greatest desire is to connect’ to your connect with the boarding school through social media strategy you will be social me- engaging and creative content. dia experts before you know it. If you would like some more advice on digital or social One of the most positive social media media strategy feel free to give Australian discussions from the conference was with Digital Partners a call on 07 3103 3273 or a boarding staff member who takes photos find us on Facebook! throughout the year and when the parents come to pick up their children she has them on display. The parents absolutely adore this concept and continuously ask her if they can have a copy. The parents appreciate these photos because it helps them feel ‘con- nected’ with their kids, the school and its’ community.

35 Coming Events

AUS March/April 2013 FIND US ON FACEBOOK Conference for those new to boarding (Details out soon) AND TWITTER! 18-20 August 2013 Leaders in Residential Communities Symposium Perth (Details out soon) http://www.facebook.com/pages/ Australian-Boarding-Schools- Watch for details on State Conferences and Duty of Care Workshops on the Association/239321523975 ABSA website. Twitter @austboarding

USA Download this issue from the website 29 November - 1 December 2012 www.boarding.org.au Annual Conference Washington DC

30 January - 1 February 2013 TABS Lab: ResLife Leadership Scan the QR code St. Andrew’s School, Boca Raton, Florida, USA (right) to view the This workshop is designed to bring together residential life administrators for es- photos from the sential conversations focused on the primary ingredient for success: leadership. ABSA Gold Coast Conference 2012. 10 - 12 March 2013 Global Symposium Lowes Hotel, Philadelphia, Pennsylvania, USA The TABS Global Symposium brings together school leaders, educators, students, Would You Like Your Boarding and experts to learn from each other and to explore current practice and promising School Featured in Lights Out? ways forward in the international community.

17-19 April 2013 We plan to feature two schools each edition. Schools in Balance All you need to do, is write a brief article Renaissance Baltimore Harborplace Hotel, (400 to 500 words) and send us some Baltimore, Maryland, USA Formally “Managing Risk for Boarding Schools” high resolution photos.

UK 3 - 5 January 2013 [email protected] Annual Conference For Housemasters’ and Housemistresses’ by 15th1st November February 2013. 2011. Holiday Inn, Stratford-Upon-Avon

23 - 25 January 2013 Annual for Deputy Heads - Oh, the Deputy Deals with that! For Deputy Heads of Boarding Etting Chase, Banbury Road, Ettington, STRATFORD-UPON-AVON, CV37 &NZ

30 April - 2 May 2013 Annual Conference for Heads - Dare to Be Different The Grand, Brighton

Australian Boarding Schools Association Ltd. Postal: PO Box 5569, Brendale DC, Qld 4500 Office: Unit 6, 3 Hinkler Court, Brendale, Qld 4500 P + 61 7 3205 4940 M + 61 4 2555 7672 F + 61 7 3205 6567 E [email protected] W www.boarding.org.au