NSW Department Of Education And Training

New South Wales Department of Education and Training

Leadership Fellowship 2006–2007 Report

Comparative study of leadership and management: Strategies for Stage 6 in senior secondary schools in Australia

Mr Ian Nebauer Principal Callaghan College Jesmond Senior campus New South Wales, Australia Published 2008

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 2 of 21 Leadership Fellowship 2006–2007 Report

Comparative study of leadership and management: Strategies for Stage 6 in senior secondary schools in Australia

Contents

Executive Summary 3 Acknowledgements 3

1. Overview of the research study 4

2. Background information 4

3. Key research questions 4

4. Research methodology 5

5. Findings 5

6. Comments on implications of the findings for the 15 practice of leadership

7. Conclusions and recommendations 16

Bibliography 18

Appendix 19

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 3 of 21 Executive Summary

This study researches senior secondary schools in three states and one territory in Australia, New South Wales (NSW), Queensland and Victoria and the Australian Capital Territory (ACT). Thirteen schools were included in the study.

The ACT has had senior colleges since the mid 1970s. NSW has been developing senior colleges since the early 1990s and introduced several senior schools in the late 1990s and early 2000s. Victoria is now introducing a significant number of senior schools. Queensland has not embraced senior schools at this stage although large Preparatory to Year 12 schools have their own senior section. Ironically as other states introduce senior colleges and find they are providing real answers for curriculum delivery as well as increased competition for private schools, the ACT is planning to close or amalgamate several senior colleges as a cost cutting measure.

In general, this study concentrated on alternative curriculum structures that provided greater choice for senior students. Vocational education was a major feature of these alternate curriculums and the ACT senior colleges have been very strategic in using school developed courses and school based apprenticeships to attract student to remain at school. Subsequently this system has significantly higher retention rates compared to the other states. In Victoria principals had considerable more options for change as they controlled the majority of their budgets and staff resources which enabled them to target innovative needs-based curriculum solutions.

In NSW the link between Technical and Further Education (TAFE) and schools was far better developed and the cost effective advantage of this curriculum meant that students could access TAFE Vocational Educational Training (TVET) and school vocational courses in addition to traditional academic courses. The Queensland schools visited had little to offer in terms of innovative curriculum.

This research study found that innovation in curriculum in schools is linked to the ability of the principal to have a vision of how best to meet the school’s needs and the ability to manage school resources to enable this vision. Change was strongly linked to passionate, hard working teachers who took ownership of the innovations in curriculum.

Acknowledgements

Ian Nebauer was a recipient of a Leadership Fellowship 2006–2007 that was awarded by the NSW Minister of Education and Training. The author would like to thank the principals and staff from the 15 schools visited for the time they willingly gave to the research study.

The author would also like to acknowledge the staff from Callaghan College Jesmond Senior Campus who participated in a parallel study on curriculum structures that was being undertaken at the same time as this Fellowship. Further acknowledgement must go to the school’s curriculum action learning team management participants Ms Pam Marley and Mr Allen Littlewood.

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 4 of 21 1. Overview of the research study

The research study was designed to identify school leadership strategies and management structures that have been used to analyse current and potential curriculum needs and in turn implement alternative curriculum structures that support flexible pathways for stage 6 students.

The focus of the research topic was to observe actual leadership strategies used in the implementation of change in curriculum structures in various states and territories. It was assumed that the identification of the change management strategies used to effectively implement these alternative curriculum structures would also be an important focus. It was further anticipated that the study would allow the evaluation of the applicability of the leadership strategies observed for NSW Department of Education and Training schools in general and senior campuses in particular.

2. Background information

Jesmond Senior campus is the stage 6 campus for the multi campus college of Callaghan. The change to this format was politically driven but embraced by the foundation principals in 2001. The purpose for the establishment of Callaghan College was to widen student choice and provide better opportunities for students in the western suburbs of Newcastle. The number of students has grown from 550 in 2001 to 720 in 2008.

The author became principal of the senior campus in 2002 after the initial establishment year. Over the six years as a senior campus changes have been made to the policies, procedures and management systems within the school and especially the culture of a young adult learning environment – in line with the senior campus and the post compulsory students. Jesmond Senior Campus claims that it is an alternative school to mainstream education in Newcastle and that it is more like a tertiary institution then a secondary school. However, until 2007 curriculum structures were similar those in many 7-12 comprehensive high school.

The study was to identify what alternative structures exist within and across state systems of education and which of these structures would be applicable for our school environment. Further I wanted to identify if there were leadership and management strategies used in other stage 6 schools which worked, what format did these leadership practices take and were they applicable to New South Wales senior campuses – especially Jesmond. See appendix 1 – internal school data

3. Key research questions

. What were the pre-conditions that forced leaders to implement curriculum structural change in these schools?

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 5 of 21 . What leadership / management strategies were used to identify need for curriculum structural change in selected schools for final stage secondary students?

. How have leaders in these schools identified the effectiveness of their change management?

. Are these leadership strategies used in the selected schools to implement curriculum change applicable to NSW schools and specifically Jesmond Senior Campus?

4. Research methodology

The research required Identification of three schools in Victoria, ACT and Queensland that have introduced successful alternative curriculum structures by: a. contacting NSW Department principal support officers b. contacting Quality Learning Australia – involvement in curriculum change in schools c. contacting Curriculum sections in Department of Education head offices in the relevant states d. conducting Internet searches for curriculum innovation in secondary schools e. Telephone / internet contact with school to verify that the curriculum change had been school based and relevant to the senior school situation.

At the state meeting of senior campus principals in June 2006/7 the researcher was able to study more NSW schools than anticipated. This was also useful for the parallel study I was leading at a school level regarding initiatives evident in other state senior campuses.

In total13 schools visited. These included two campuses from multi campus colleges, seven stand alone senior schools, three P-12 schools with separate areas with one campus and one 7-12 school with a very large senior secondary section. This school had included on its site an Australian Technical College facility.

The research centred on a visit to these schools to discuss the preconditions for change, leadership strategies used, leadership capacity development strategies and outcomes of these changes.

A Summary of Schools Visited is provided in the Appendix.

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 6 of 21 5. Findings

5.1 Coffs Harbour Senior Campus – New South Wales

Coffs Harbour Senior Campus shares its site with TAFE NSW North Coast Institute, Coffs Harbour Campus and Southern Cross University. The lack of targeted junior campuses means the school needs to promote its opportunities for senior students in the Coffs Harbour district.

 Impetus for Change A politically motivated decision was made to trial a campus with an alternate structure that would better meet the needs of senior students in the Coffs Harbour area. The growth of private school enrolments in the area was also important factor in the establishment of this school structure.  Change strategies employed Clear directions and strategic planning were evident and data was important in the review and planning process. Staff felt involved in the decision making process and the new facilities and extra funding available for the multi system precinct provided a highly effective facility.  Measuring Effectiveness Extensive data analysis of enrolment numbers, student academic results, student welfare issues and cross institute options were used to measure the effectiveness of the institution.

Outcomes

Coffs Harbour Senior College has an extended teaching day, no school uniform, a technology infrastructure supported by TAFE NSW and a strong young adult environment which emphasises learning. The relaxed atmosphere, absence of uniform and the role models provided by tertiary education students on site facilitates this adult learning environment. The shared site allows students to select from traditional senior school subjects, on site TAFE subjects and distinction courses with an early university option. Differences between the agendas of the federally funded university facility and the state funded TAFE and a school facility creates strain on the change potential of this institution.

5.2 Great Lakes College Tuncurry Senior Campus – New South Wales

This senior campus is part of a multi campus college with two junior campuses. Strong emphasis on staff professional learning has been introduced to support staff changing from solely junior to senior school teaching.

 Impetus for change was related to the disharmony between staff across the three campuses due to the loss of senior school teaching opportunities on two of the three campuses. The professional development initiative was aimed at refocusing teachers to core business – teaching and learning.  Change strategies employed included cross campus faculty teams, increased cross campus teaching opportunities, staff and student satisfaction surveys and strategic planning through cross campus collaboration.  Measuring effectiveness has been extensive with community and internal surveys providing clear needs analysis.

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 7 of 21 Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 8 of 21 Outcomes

The senior campus has developed strong professional development programs in adult education strategies – androgogy. This strategy is linked to the quality teaching framework and is central to the strategic directions of the college – i.e. having cross campus or whole college faculty groups. The academic educational outcomes for this campus have been outstanding since the inception of the multi campus college. However the staffing controversies across the senior and junior campuses have seemingly hindered the harmony within this institution.

5.3 Bankstown Senior College – New South Wales

This is a stand alone institution with high numbers of new arrivals and non-English speaking background students (90%). This senior college has the only on site intensive English language centre with students aged mainly between 18-25 years old.

Change management has been aimed at extending the curriculum to address the vast need of these students with intensive English a major aspect of the curriculum.

 Impetus for Change – included the high mobility of students from school to school and from school to work. Further the increasing number of NESB students and especially new arrivals had prompted a broader vocational curriculum. The need for students to access school out of the traditional school hours was important in the introduction of the 4 day week.  Change strategies Employed was primarily to specialise in new arrival or alternative, often last chance, subjects that were practical or vocational in nature. Thus the culture of the school was developed to provide a safe environment and vocationally oriented curriculum. To support the safe environment many intra agency groups assist in providing support for the students – interpreter, counselling, and health support.  Measuring Effectiveness – is mainly data oriented – enrolments, retention, HSC results etc

Outcomes

Vocational education is strongly integrated into the curriculum with Certificate IV course being offered in collaboration with the TAFE and course such as baking, warehousing and nursing being offered on site. Recently the college has moved to a 4 day week and an extended teaching day making work placement and TAFE courses more easily accessed by the students. Considerable research was done before this implementation – on site observations at Illawarra Senior, who have had the 4 day week for nearly 12 months; surveys of student needs; staff surveys and union negotiation.

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 9 of 21 5.4 Northern Beaches Secondary College Freshwater Senior Campus - New South Wales

Freshwater Senior Campus is part of the Northern Beaches College including four other campuses. This facility was established for political reasons and to address the movement of students from public to private schools in the northern beaches area of Sydney.

 Impetus for change included the political pressure to address the drift to private education in the Northern Beaches area. Further the restructuring of the five schools in the area was to ensure full curriculum options for students in the area without compromising the existing selective and comprehensive nature of the schools.  Change strategies employed mainly revolved around schools delivering one or two specialist courses with the senior campus providing the majority of senior courses. On line delivery was to become a significant method for cross campus delivery. The role of the college principal to evaluate the breadth of data for the college and to collaborate with the other principals to strategically develop future directions was very effective.  Measuring effectiveness was extensive from enrolments to business surveys and staff and student satisfaction surveys.

Outcomes

Freshwater Campus has developed a specialist curriculum standing alone in some subjects and being the campus for TAFE NSW and vocational education training subjects. Academic results however were the emphasis and in reality the curriculum on the senior campus remains quite traditional. Strong links have been made with local business and the sponsorship and scholarships opportunities for students are extensive. This and other funding allows greater resourcing opportunities including the use of interactive whiteboard technology into teaching and learning. This strategy has been to use in one faculty across several campuses with emphasis on training staff and to develop and accumulate resources.

5.5 Copland College – Australian Capital Territory

Senior colleges in the ACT have been established for over 30 years. Interestingly, as the numbers of students presently grow in senior campuses and NSW, Queensland and Victoria the ACT government is closing several senior colleges in Canberra moving to a 7-12 comprehensive model. At the time of the visit planning was underway for Melba Copland Secondary School to be opened in 2008. It was to include Melba campus for students from years 7 to 10 and Copland campus students from years 11 and 12. Teachers were to be allocated to teach on both sites. The study of Copland College was as a stand alone senior campus.

Copland College had been established in 1975 and the senior campus operated very effectively albeit in an environment of falling numbers (850 students to 420 students). The school had introduced the International Baccalaureate as an alternative

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 10 of 21 curriculum and this had attracted a number of non English speaking background students (20) and International full fee paying students.

 Impetus for change was mainly related to falling enrolments and the expectations of students for a young adult environment for their senior schooling.  Change strategies employed included an increased emphasis on promotion and publicity to attract out of zone students and international students. Associated with this was the introduction of the International Baccalaureate, welfare support for students and intensive language support structures for international students. A strong emphasis on student involvement in school management and a strong student voice in leadership was evident.  Measuring effectiveness included enrolment figures and significant student and staff satisfaction surveys. The ACT system of annual external school curriculum evaluation provided rigorous and extensive effectiveness data and recommendations.

Outcome

Strongly evident in Copland was the importance of students in the planning and management of the school. The atmosphere at Copland was very relaxed yet “on task” and the students interviewed were very complimentary about the school management and the teachers. The student council was an integral part of the management – students’ surveys, student focus groups to test change, student participation in decision making was strongly evident. Students were also used in the systemic annual review of standards, where opinions were sort from the students to verify practices.

5.6 Narrabundah College – Australian Capital Territory

Built in 1975 Narrabundah College has maintained its enrolment trend (900) by “attracting” highly performing “out of zone” students (70%of the total enrolment) and by introducing the International Baccalaureate for diplomatic and fee paying students. Thus the college has maintained a broad academic curriculum and has an insignificant vocational education training component.

 Impetus for change was to increasingly develop an academic curriculum pattern based on tradition and the close proximity of academically strong private schools (St. Edward’s and Canberra Grammar)  Change strategies employed included the broad implementation of welfare strategies that support students. Integral to this was staff training and the procurement of federal grants to fund specialist welfare initiatives.  Measuring effectiveness was not evident in the study. Attendance and student welfare referrals were monitored effectively but I did not see them linked to improvement strategies or future plans.

Outcome

The large amount of pressure on high performing and international students has led the school to develop a “full service school” concept mainly centred on welfare

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 11 of 21 support and “triage” for external agencies. Considerable resources have been targeted to supporting an extensive mentoring program, attendance monitoring, and chaplaincy program, counselling service and year advisors. To assist this initiative has been an extensive professional development program including Certificate 3 Case Management in which many staff had been trained.

A recent political dispute and subsequent agreement for forced staff rotation between all ACT schools had seen staff good will evaporate. Many staff that had done the training in support of the full service school concept was to be compulsorily moved to another school. The principal had no alternative to this forced staff rotation and this school had significantly low morale which was palpable.

5.7 Lake Tuggeranong College – Australian Capital Territory

Built in 1990 this college was far newer and purpose built as a senior college than the other 2 college studied. Located in a growing area of the ACT, Lake Tuggeranong College had strong enrolments and an increasingly broad curriculum pattern. As the school was its own Registered Training Organisation it allowed flexibility with new courses and without a Board of Studies many school based courses were developed to address the needs of the students. Interestingly there was little collaboration with TAFE to expand the schools subject offerings. The principal indicated the huge emphasis on curriculum development had come at a cost to welfare system development. Future plans for broader pastoral care directions were to be implemented.

 Impetus for change stemmed around the purpose built senior school and the skills shortage, especially in aviation, automotive and hospitality. The small size of the system enables quick and clinical political influence on the structures within individual schools. Further the competition between public and private schools is also an impetus for change.  Change strategies employed related the strong links with industry and the ability of schools in the ACT to vary the schools subject offerings and to “package” subjects so students could “specialise” in career oriented courses. The principal divided the academic and vocational curriculum management between senior staff. The ACT staffing system and whole school global budget allocation allowed the principal to “seed” fund curriculum areas of need.  Measuring Effectiveness included the numbers of school based apprenticeships and traineeships in this school, the range of vocational courses and the quality control curriculum assessment that was an annual event in every school in the Territory.

Outcomes

Vocational education training was extremely well integrated and school based apprenticeships and traineeships, totalling 106 have been a feature of the curriculum in this college. Subjects were systemically well scoped and sequenced and at a school level provided flexibility to fit individual student pathways. Business partnerships in the aviation industry, hospitality, and auto and retail outlets were also well developed. Retention rates were very high (90%).

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 12 of 21 Systems of management especially standards monitoring and validation in this school were excellent. This was strongly attributed to “passionate” staff who have “owned” the changes implemented in the school and who see a real relevance in the curriculum for students. Ironically the forced transfer system will challenge the future deliverability of Lake Tuggeranong’s curriculum.

5.8 Wodonga Senior Secondary College - Victoria

Formerly Wodonga High School this school was restructured in 2006 to provide competition for Victorian government schools against non government and interstate schools. The school principal’s vision is that his school will be “a world class educational provider.” There is strong emphasis on the use of technology and vocational courses are integrated into the school curriculum with mainly on site delivery.

 Impetus for change was due to increased competition from across the border in NSW and from local private schools. Change has been on going in alignment with the vision and leadership of the principal and senior management team.  Change strategies employed were all directed by the principal and included the significant use of technology in the delivery of curriculum and the student monitoring. The opportunity for on line communication with staff, students and parents was also very important. The ability of the principal to design and build infrastructure to support his vision was highly regarded. State and school funds were used to build the creative and performing arts facility.  Measuring Effectiveness was not evidenced in the study although growth in enrolments, use of technology and detailed management plans were evident.

Outcomes

This “world class educational institution” vision of the principal was well articulated in all external information including pamphlets, web site and correspondence. The staff spoke openly about this as being the direction of the school, that is “what ever we do it will be world class and nothing less”.

Planning was strategic and was well supported by technology. On line systems were developed to support attendance, student monitoring, reporting, behaviour and teaching and learning. A student / staff intranet was an exceptional communication facility and on the day of the school visit 90% of the student body had logged onto the system. Resources were being applied to further develop interactive white boards and interactive on line lessons for the use of teaching and learning. As well, plans were being developed to school international full fee paying students on line for junior schooling then have them come to Australia for years 11 and 12.

The school outsourced their technology support to feeder schools and had three full time technicians on site for software development (which was also being sold to other schools) and for hard ware support. The technology support system was profitable and the resources enabled research and development. A laptop leasing program was introduced with an expectation that every student would have on line access.

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 13 of 21 5.9 Ringwood Secondary College – Victoria

Fed by a very well developed transport system Ringwood has very strong enrolments and at the time of the research was over subscribed with an 80 strong waiting list. It had on site a federal government funded Australian Technical College catering for four students. Ironically the plan for the school was to become a Year 9-12 academically selective senior high school. Strong emphasis on integrated professional learning programs was a feature of the school.

 Impetus for change included a mixture of political pressure to address differing educational outcomes and opportunities across the four schools in the Maroondah precinct. Further the availability of public rail transport near Ringwood allowed this school to play the central role as the specialist school within the learning precinct.  Change strategies employed included the forming of a learning community and the strategic application of staff professional learning across the four schools to ensure staff were trained ready for the changes such as gifted and talented initiatives, junior and senior school pedagogy and vocational education training. A laptop leasing program was introduced with an expectation that every student would have on line access.  Measuring Effectiveness – enrolments and staff and student satisfaction surveys were the main indicator of effective change.

Outcomes

The formation of the Maroondah Education Coalition – 4 schools sharing resources and developing a “multi campus” community of schools is being designed to best address the needs of the community. The school principals in Victoria have greater freedom in their system to allocate resources to facilitate their plans. Curriculum development is being led across the 4 schools using flexible staffing resources. Leadership in this school was very strategic. Staff professional development is systematic and well resourced. Observed during this study was the on line learning of a team of teachers who had relief from class to complete a project. This professional development program was well regarded by the teachers who were complementary of the opportunities offered to them.

5.10 Box Hill Senior Secondary College – Victoria

Established in 1994 as a Year 10 to12 school, Box Hill has been successful in developing a strong reputation for academic performance. Only 10% of students do a vocational course at technical and further education college although many students do one of the 16 school developed vocational courses.

 Impetus for change was the principal’s preference for wanting his school to be fully comprehensive with high quality specialist programs thus providing further attraction to students especially private school students. Further the kudos in Melbourne of being linked with an AFL team was highly prized.  Change strategies employed essentially centred on the youth talent scheme – especially in tennis which attracted junior students (as young as10 years old) who were then familiar with the school and were potential enrolees.

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 14 of 21  Measuring effectiveness included the numbers of students in the specialist program and overall student numbers. Little empirical data was evident.

Outcomes

Enrolment from private schools totalled 25% to 30% of the school’s population. Significant emphasis is placed on the student being aware of their preferred pathway and associated work related competencies. Presently Box Hill Senior Secondary College is reinventing itself to become a selective sports high school. This is a school direction although the principal still wants to be a comprehensive school being able to offer academic, vocational as well as the sporting emphasis. Already offered is a youth sports program in tennis, basketball and AFL. Facilities are exceptional for all key learning areas but particularly sport. Sporting bodies are already assisting the schools in its change in direction.

5.11 Calamvale Community College Senior School – Queensland

Calamvale College is located in the south western suburbs of Brisbane and draws from a generally middle class area. Emphasis has been on a full comprehensive offering although vocational courses presently have limited place in the curriculum. Staff rotate between the junior and senior campuses on a three yearly basis.

 Impetus for Change - The principal has a strong vocational education background and is driving this change because of the need for hospitality in the Gold Coast and Brisbane area.  Change strategies employed included the employment of specialist staff to teach Certificate 111 courses.  Measuring effectiveness was limited and related mainly to the numbers of students undertaking the course (5 in total). Although in the early stages of implementation the high level technical course in hospitality was being successfully implemented to Certificate IV standard.

Outcomes

Like all QLD schools a strong emphasis is placed upon students choosing their own pathways and having a greater understanding of work related competencies. Calamvale has chosen the hospitality framework to extend opportunities for students to achieve Certificate IV attainment while at school. The school employs specialist staff (a chef) from industry to teach students beyond certificate 11 standard. School and state resources have been used to establish and operate a restaurant on site providing the work placement for all students.

5.12 Varsity College – Queensland

On the Gold Coast and in the south Brisbane area several schools have been built by developers as a part of an entire suburb. Varsity College is a Delfin (building contractor suburb) development and was designed to stem the flow of students to the private schools. Teachers were selected for the school and the facilities for the senior school were purpose built however the numbers of students were underestimated

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 15 of 21 and already rooming is a major issue as the junior classes take more space from the senior campus. Mandarin is a major curriculum emphasis and all students are subject to Chinese language immersion from Year 5.

 Impetus for change has been the increase in the local economic reliance on Chinese – Australian relations in commerce, power generation and hospitality in this new suburb. Mandarin has been introduced into the school.  Change strategies employed mainly revolve around the variation of the management structure of the school and redesigning the faculty teams in the school. The principal was given the total executive staffing credits and can make any variations to the schools executive structure working within the allocated executive staffing resource.  Measuring effectiveness is predominantly student numbers especially increase in full fee paying students and Chinese Australian students. This indicates that this initiative has been successful.

Outcomes

The school has become known as a quality school for languages. Beyond that nothing particularly innovative in the leadership of the school was evident. To assist the delivery of a comprehensive curriculum the principal had developed 5 large departments and had linked welfare coordinators on a department basis not a year basis.

5.13 Forest Lake State High School – Queensland

As another Delfin development this school was opened in 2002 and draws from a low socio economic area. Already the school is overcrowded in this sprawling part of South East Brisbane. Welfare considerations drive much of the school directions and strategies.

 Impetus for change includes major welfare and behaviour issues especially in the junior school. Retention rates are poor so the plan to engage students in the junior school was made to provide a “team” environment and connect students with their school.  Change strategies employed involve welfare strategies so curriculum was in the researcher’s observation lesser of a priority. Vocational courses were introduced to broaden student choice but senior management of the school did not want the school to be categorised as a non academic school.  Measuring effectiveness was based around welfare indicators such as suspension rates, retention and attendance. The school management suggested these were mainly used to indicate improvement. Staff retention and falling staff transfers were also improving which indicated to management that the culture of the school was changing.

Outcomes

Heads of departments lead cross faculty teams in the junior school and staff are forced to rotate between the junior school every 2 years. Presently the school principal is trying to maintain a broad curriculum offering and does not want the

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 16 of 21 school to be seen as an “industry school” or a vocational education training dominated school. Businesses are used to delivery vocational courses as the school credentials are not seen as being at industry standard. Nothing appeared to be in place to address the standards validation issue with vocational subjects yet the number of apprenticeships and traineeships are above state average

6. Comments on implications of the findings for the practice of leadership

Finding 1 In the collation of background research the author found an extraordinary disconnection between information transfer between systems and states. Contact with other state departments was difficult especially identify the person or even directorate who would assist research in curriculum best practice and proven leadership strategies. The only link of any specificity was provided through the principal’s council. What was evident was a real “you must re invent the wheel attitude” if one wanted to investigate anything to do with interstate educational practices.

Finding 2 The disconnection between schools and TAFE in virtually all other states was quite stark. Although the collaboration between schools and TAFE NSW is not without difficulties it is significantly better than other states and thus the opportunities for students to access a broader range of subjects is easier in NSW. Other states and territories reverted to “reinventing the wheel” by implementing courses on site and resourcing these courses, often at considerable expense (automotive bays in ACT and Victoria). With a change in personnel or a shift in provider the resources become severely under-utilised.

Finding 3 The transport between campuses in multi-campus colleges is a real hindrance to transition and movement of students. Mini buses were standard in Victoria, ACT and high socio economic or ironically PSP colleges. The advantage to students was significant in terms of cross campus collaboration in curriculum and flexibility of movement between campuses.

Finding 4 In senior campuses it was broadly accepted that the client is the student. Evident in every state was the lack of engagement/contribution of parents in senior campuses. However rarely were the students actually engaged in planning, management and leadership for curriculum change and few principals actively engage students in that leadership and management process. The maturity of senior students is rarely seen as a resource in stage 6 schools.

Finding 5 While schools and school initiatives can be well planned, well led and well resourced in every case observed in this fellowship research study passionate, well trained teachers and considerable teacher “good will” ensured the success for stage 6 initiatives.

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 17 of 21 Finding 6 If schools are to address the needs of stage 6 students in a responsive and strategic way, then global budgets and a less restricted use of staffing arrangements are essential. Principals in the ACT and Victoria have the opportunity to plan strategically and allocate resources for local solutions to best responds to the needs of their students and system directions. What is a concern in the ACT is the demands of the standards validation practices in exchange for this flexibility.

Finding 7 When school principals were given the opportunity to be entrepreneurial, as at Wodonga and Box Hill Senior Secondary Colleges, students and staff benefited. Technology is one area where some schools, especially in Victoria, have been able to develop outstanding resources because the principals have had more flexibility in their global budgets and with staffing.

Finding 8 In schools that have been able to develop their own courses for stage 6, retention rates, student attendance rates and satisfaction rates were very high (90% retention in some schools). New South Wales is considering increasing the compulsory age of schooling. More flexibility will be needed to allow schools to design courses if this strategy is to encourage greater retention rates.

Finding 9 Evident from this study was the lack of strategic planning in most schools from other states. Principals in NSW have been strategic in their planning for many years. Data driven decision making, school evaluation processes and detailed management plans have been expected in all schools. It is important that the NSW Department continues to emphasise this planning requirement.

Finding 10 With the exception of Wodonga and Copland Colleges few leadership capacity building initiatives were evident. Little evidence existed that professional learning opportunities existed in other systems as they do in the NSW system.

7. Conclusions and recommendations

That the Departments of Education in all states:

* share experiences and strategies, both successful and unsuccessful, so that effort and resources can be maximised.

That the NSW Department of Education and Training:

* provide global resources allocations for all aspects of school operations to include a portion of the staffing budget, whole school executive staff allocations, maintenance funds and technology support.

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 18 of 21 * further develop leadership and organisational capacity building strategies within the system, especially the professional learning opportunities of aspirant leaders.

* further assist the collaboration between schools and TAFE NSW for the broader choice of subjects for students.

* have staff selection in senior schools, based on merit to ensure quality, passionate and well trained senior school teachers, especially vocational education and training staff. The department should never implement forced staff movement on a system-wide basis.

* provide opportunities for technology models to be developed that are not just systemic in their operation and move from the “one size fits all” centrally controlled approach.

* provide greater systemic support for assisting changes in curriculum structures including support for needs analysis and consultation, best practice information and curriculum implementation.

* investigate the cost of supporting multi campus colleges leasing mini buses.

That the Board of Studies:

* reduce restrictions on school based courses that are relevant to students and schools encouraged to write courses or network with other schools to develop high quality school courses that contribute to the higher school certificate credential. Considerable attention must be given to appropriate and sustainable standards validation and monitoring practices.

That principals of senior colleges and campuses:

* review and share best practice in student representation to encourage broader student involvement in school planning and management.

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 19 of 21 Bibliography

Callaghan College Jesmond Senior Campus – Curriculum Action Learning Team minutes 2006–8

Callaghan College Jesmond Senior Campus – Curriculum Action Learning Team External Data and Internal Data collection summary – edited Ms Pamela Marley 2008

Craig. J., Craig. L.– Leadership in Focus. Winter 2007 Page 8–16

Duke, D., Tucker, P etal; International Studies In Educational Adminsitration, Vol 35 2007

Mulford, B - Successful School Leadership: What and Who Decides Aust Journal of Education, 51(3)

Promotional and Information materials for all schools visited

Websites – all schools visited

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 20 of 21 Appendix

STATE SCHOOL DATE SPECIAL INITIATIVE NSW Coffs Harbour Senior University/TAFE NSW – school Campus curriculum mixture NSW Great Lakes College Professional learning – androgogy Tuncurry Senior Campus NSW Bankstown Senior College Four day week – ELICOS NSW Northern Beaches 17/09/07 Shared curriculum – feeder schools Secondary College Freshwater Senior Campus ACT Copland College 06/09/07 Supportive young adult learning environment ACT Narrabundah College 05/09/07 Full service school initiative – welfare support for academic achievement ACT Lake Tuggeranong College 04/09/07 Vocational Education and Training integration VIC Wodonga Secondary High 01/11/07 Vocational Education and Training School and technology integration VIC Ringwood Secondary 31/10/07 Professional learning for teachers College VIC Box Hill Senior Secondary 30/10/07 Sports program – subject packages College QLD Calamvale Community 03/12/07 Hospitality – Certificate 4 at school College QLD Varsity Lakes College 04/12/07 Language (Chinese) immersion QLD Forest Lake High School 05/12/07 New school – cultural development

Leadership Fellowship 2006–2007 Report, Ian Nebauer Page 21 of 21