Tasmanian State School Parents and Friends Inc 202 Liverpool Street, Hobart

ANNUAL GENERAL MEETING and CONFERENCE REPORT

SATURDAY 20th AUGUST 2011

LILYDALE DISTRICT HIGH SCHOOL

Issue No 236 Tasmanian State School Parents and Friends Inc 202 Liverpool Street, Hobart

Tasmanian State School Parents & Friends Inc gratefully acknowledge the sponsorship, support and donations from the following groups and organisations

aQua Fill’n’Go Water Solutions Carers Tasmania Children’s Book Council of Australia Commonwealth Bank – School Banking Life Education Tasmania Inc Mark George Books MindMatters / KidsMatter Statewide Immunisation Reference Group Tasmanian Association for the Gifted Tasmanian Life Long Learning

The Smith Family SUPPORTING

MENTAL HEALTH

IN SCHOOLS

Tasmanian State School Parents and Friends Inc

AGM and Annual Conference 2011

CONTENTS Page

Attendance and Apologies 1

Address by the Hon Nick McKim, MP, Tasmanian Minister for Education and Skills 3

Notification of Office Bearers 7

Agenda Items 9

Guest Speakers Peter Garrigan, President, Australian Council of State School Organisations 16

Darren Stops, State Chair, Australian Psychological Society 20

Lesley Fraser, Psychologist 26

Sharon Rush, Senior Social Worker, Dept of Education, L-S North 29

Management Committee Reports President 36

Northern Region 39

North West Region 40

Southern Region 42

Representation on Committees 44

ACSSO – Tasmanian V-P 45

Financial Reports Independent Auditor‘s Report and Financial Statements 47

List of Members 57

ATTENDEES

President: Jenny Grossmith

Delegates Chair: Jenny Grossmith Jackie Pilgrim, Nixon Street Primary Jenny Eddington, Ashley School Michelle McLeod, Nixon Street Primary Nicole Edgar, Avoca Primary Gary Morse, Penguin High Kirstie Anderson, Avoca Primary Janine Walker, Queechy High Ant Dry, Burnie High Jann Rowlands, Queechy High Mark Briggs, Cooee Primary Alison Jales, Riverside Primary Elise Chilcott, Deloraine Primary Tina Fairfield, Rosebery District School John Samphier, Deloraine Primary Robyn Newman, TASSP&F Lindie Read, Devonport High Lynda Wood, Trevallyn Primary Helen Kaus, Devonport High Lisa Gillard, Ulverstone High Sheree Evans, Hagley Farm Primary Lisa Gillard, Ulverstone Primary Louise Clifford, Kings Meadows High Karen Harman, Yolla District School Philip Clifford, Kings Meadows High Simon Warriner, Yolla District School Keith Wenn, Launceston College Lisa Tatnell, Youngtown Primary David Brown, Lilydale District School Louise Clifford, Youngtown Primary Evelyn Archer, Lilydale District School Nigel Jones, Lindisfarne North Primary Jenny Eddington, Newstead College

Life Members: Phillip Cornwell Richard Pickup

Proxies Franklin Primary Latrobe High Mountain Heights Riana Primary Taroona Primary

Observers Allison Beard, Queechy High Jessie Brown, Lilydale District School Peter Kearney, Principal, Hagley Farm Primary

Invited Guests and Speakers Hon Nick McKim, Minister for Education and Skills Peter Garrigan, President, Australian Council of State School Organisations Darren Stops, State Chair, Australian Psychological Society Lesley Fraser, Australian Guidance and Counselling Association Sharon Rush, Senior Social Worker, Department of Education, North-West

Paul O‘Halloran, Parliamentary Secretary of Education Michael Ferguson, Opposition Education Spokesperson Liz Banks, Deputy Secretary ( Damien von Samorzewski, President, Tasmanian Catholic School Parents & Friends Fed Nella Pickup

Staff Dianne Ellson, Executive Officer Cassandra Wells, Administration Officer

Apologies TASSP&F Management Committee: Jennifer Branch, Southern Delegate and Life Member Eddie Staier, Northern Delegate

Members: Geilston Bay High School Association Swansea Primary School Association Dover District School

Life Members: Libby Bailey Julia Greenhill Pat Jackson Doreen Dowker Audrey Mitchelson Julie Roberts

Invited Guests: Mayor Albert Van Zetten, Launceston City Council Hon Craig Farrell, MLC Hon Sue Smith, MLC Hon Rosemary Armitage, MLC Hon Vanessa Goodwin, MLC Hon Mike Gaffney, MLC Hon Tania Rattray, MLC Hon Greg Hall, MLC Hon Ruth Forrest, MLC Leanne Wright, President, AEU (Tas) Tony Crehan, Association of Independent Schools (Tas) Bob Phillips, General Manager, Learning Services (S-E) Colin Pettit, Secretary, Department of Education

CHAIRPERSON: Jenny Grossmith

WELCOME AND CALL TO ORDER At 8.55 the school choir sang a beautiful rendition of ―Why We Sing‖

Evelyn Archer welcomed all delegates and guests to Lilydale District High School and to the new BER building in which Conference was being held.

OFFICIAL OPENING Jenny Grossmith welcomed all to the 64th Annual Conference of TASSP&F and introduced the President of the Australian Council of State School Organisations, Peter Garrigan

OPENING ADDRESS by PETER GARRIGAN Peter acknowledged the traditional owners of the land, past, present and future. Transcript of Peter‘s address – page

ADDRESS BY THE HON NICK McKIM, MINISTER FOR EDUCATION and SKILLS Mr McKim thanked Jenny and paid his respect to the traditional owners of the land.

He then acknowledged Peter Garrigan, Jenny Grossmith and the TASSP&F Management Committee, Michael Ferguson and all delegates for the time they give to their children‘s education, their school and the broader community.

Government spent over $1.3 billion on education in Tasmania in the last year.

The Government‘s priorities for education in Tasmania are –

School Readiness: This is preparedness for education when children enter school.

The Minister acknowledged the success of the Launch into Learning program and the government has committed additional funding to allow the program to progress. This program engages with families not just children.

The Government will be investing another $2 million into Launch into Learning.

Literacy and Numeracy: Another priority will be to continue doing the basics well.

Access: Will continue to enhance access to public education through communication with communities and families.

The Minister wants to encourage a love of learning. There is often an inspirational teacher that brings the importance and love of learning to children.

Despite new initiatives there are significant budget challenges for the Government and there will be savings strategies that affect schools.

School Viability and Closures. We cannot walk away from the challenge facing the education system and declining enrolments each year. In the last 4 years student numbers

have declined by approx 4,000 with a resulting decline in Federal Government funding of $4million.

Need to develop a sustainable school system to deliver best outcomes. A school‘s place in its community is very important and has strong links and need to be considered. Primary function is efficient delivery of public education.

The Minister apologised for getting the process wrong following the budget decision.

Given the challenges, a Reference Group has been established to advise the Minister on viability of state schools. The Reference Group will consult widely and prepare recommendations on school viability including processes to assess a school and whether it should remain open.

The Government will look at Legislative amendments required.

The Reference Group will be chaired by Royce Fairbrother and will report to the Minister by 31 January 2012.

Every parent group will be able to feed information into the Reference Group.

This is not a challenge the government can walk away from.

4 Term Year. Tasmanian schools will move to new a 4-Term model in 2013. The Minister considers that this change is in the best interest of student learning. There is documented evidence of learning loss in the basics (literacy / numeracy) after long holiday periods. The new model will more easily link into National Curriculum. The Minister will be negotiating with the AEU to amend their award to allow this change to go forward.

Retention and Achievement Strategy will aim to address retention to year 12 with the introduction of tracking system for students from year 10 to 12 and follow up for disengaged students.

Both the Government and the Education Department will be attentive to outcomes from Conference.

Motions and actions are meaningful and the Government will respond formally.

In closing, the Minister thanked delegates for giving their time to contribute to their child‘s school.

ATTENDANCE Secretary, Lisa Gillard, welcomed all delegates and confirmed that present were 33 delegates representing 28 schools plus 2 Life Members, and a total of 40 votes.

Also present were guests and observers listed on page 1.

APOLOGIES Apologies received were circulated to delegates and the Secretary, Lisa Gillard, called for apologies from the floor. Resolved to accept apologies

ADOPTION OF STANDING ORDERS AND RULES FOR DEBATE Moved Richard Pickup (Life Member)/ Gary Morse (Penguin High) That standing orders as circulated be adopted CARRIED

APPOINTMENT OF TIMEKEEPER AND SCRUTINEERS The Chair called for volunteers from observers to act as timekeeper and scrutineer. Resolved that Damien von Samorzewski and Peter Garrigan would take on this task.

EMERGENCY AGENDA ITEMS (refer page )

ADDRESS BY DARREN STOPS State Chair, Australian Psychological Society Darren is a teacher as well as a psychologist. Darren went to a government school and received a good education. He is very committed to government schools.

It is a privilege for all to be working in schools in Tasmania. There is a very strong duty of care and the importance of what School Psychologists are doing. A lot of the work they do is silent and unseen.

Transcript of Darren‘s presentation is on page

ADDRESS BY LESLEY FRASER Australian Guidance and Counselling Association

Lesley is a private practice Psychologist and is employed by the Department of Education as School Psychologist.

Lesley is the Immediate Past President of Australian Guidance and Counselling Association; Member of Australian Psychological Society and College of Educational and Developmental Psychologists.

For details of presentation see page

Questions What is the difference between school psychologists and social workers? Most psychologists have teaching experience and work under a Code of Ethics; They are registered; They deal with any psychology problems that arise in schools.

Social workers study behaviour and social issues and are not trained to do assessments.

Depression comes and goes, and people do get over episodes without intervention.

Do young people know that going to bed late is bad for them? Not always

School Chaplaincy Program – there should not be anyone in schools who are not qualified The money would be better directed to employment of qualified professionals. Chaplains are not trained to undertake qualified risk assessment.

ACKNOWLEDGEMENT OF DISPLAYS Prior to breaking for Lunch, acknowledged the wonderful array of displays and the commitment of those present in supporting State Education.

PRESENTATION OF LIFE MEMBERSHIP It was with great pleasure that Lisa Gillard presented Life Membership to Jenny Grossmith. Jenny has had a long involvement with TASSP&F commencing as a regional delegate for the North-West Region in 2002. Jenny soon took up the baton as N-W V-P, then ACSSO V-P, Senior Vice President and in 2009, the position of President.

Jenny has also represented TASSP&F on many committees including Student Transport Users Group, Engaging Our School Communities Taskforce, Walking School Bus Program and many more.

SPEAKER: SHARON RUSH, Senior Social Worker, Department of Education

Sharon is passionate about schools and their ability to work with children. There is a bit of an overlap between social workers, school psychologists.

Mental health is about being able to work and study to your full potential and cope with day to day life stresses

For details of Sharon‘s presentation see page

ADOPTION OF MINUTES Moved Gary Morse (Penguin High) / Ant Dry (Burnie High) That the minutes of the Conference and AGM held on 21st August 2010 be confirmed. CARRIED

BUSINESS ARISING FROM THE MINUTES A report on the directions given to TASSP&F from the 2010 Conference and the subsequent actions taken and responses received, was circulated to attending delegates.

Moved Robyn Newman (TASSP&F) / Lisa Gillard (Ulverstone High) that the report be accepted. CARRIED

ELECTION OF OFFICE BEARERS Following the receipt of late nominations, called for by Returning Officer Dianne Ellson, the Management Committee for 2011/2012 was confirmed

Office Bearers The elected officers for 2011/2012 were declared to be President: Jenny Grossmith Senior Vice-President: Jenny Eddington Junior Vice-President Gary Morse Secretary: Lisa Gillard Treasurer: Antony Dry

Regional Delegates The elected delegates for 2011/2012 were declared to be Northern Region Nicole Edgar Lyn Williams Jann Rowlands

North-Western Region Lindie Read

Southern Region Jennifer Branch Nigel Jones

The Management Committee will work to fill vacancies that remain.

PRESIDENT’S REPORT (written report page ) Jenny took the opportunity to discuss a couple of things not included in her written report. This is the 64th TASSP&F Annual Conference, but be assured we are not nearing retirement.

A couple of years ago Jenny worked with Jane Kovacs (Life Member) about the history of TASSP&F. In the beginning there were four groups in Tasmania. They got together for a visit by a gentleman from Victoria.

It is heartening to know that men at that time had the foresight to convene a state-wide organisation. A Tasmanian man, Mr Doggett – the first person to be granted Life Membership in 1955, was part of that group

This year we have lost two members – Ray Duncombe, Life Member who I met at the 60th Anniversary Conference, and from whom I learnt some great insights.

John Forster, Junior Vice President 2010-2011 passed away on 8th July 2011.

Both these gentlemen were dogmatic and passionate about state schools, particularly rural schools. We miss John greatly at the Committee, and here today.

Vale Ray Duncombe and Vale John Forster.

“We come into the world with nothing and leave with nothing but if we leave having made our mark, we have done well.”

I come from a blended family of 5 children. These children have grown into responsible and ambitious adults.

For TASSP&F – we’d better start swimming or we’ll sink like a stone, cause the times they are a changing.

TREASURER’S REPORT Treasurer Ant Dry, presented the Audited Financial Statements (Page )

Moved A. Dry (Treasurer – Burnie High) / Gary Morse (Penguin High) That the Financial Statements as presented be accepted. CARRIED

Ant pointed out that 91% of our income comes from Government Grant, 3% from interest,

We have run a deficit this year and it is likely that we will have an increasing shortfall over the coming years. We want to provide an efficient service to members, and are looking at ways to address the shortfall.

APPOINTMENT OF AUDITOR Moved A. Dry (Treasurer – Burnie High) /Janine Walker (Queechy) That Mr Ian Donald Camm be appointed auditor for 2011/2012 CARRIED

NOTIFICATION OF LATE AGENDA ITEMS Moved Phillip Cornwell (Life Member) / Mark Briggs (Cooee Primary) That both late motions be accepted CARRIED

NATIONAL CHAPLAINCY PROGRAM Jenny Grossmith sought agreement from delegates to have open discussion about the School Chaplaincy Program Moved Lisa Gillard (Ulverstone High)/ Mark Briggs (Cooee Primary) that we move into committee for 10 minutes to establish a position on the National Chaplaincy Program to take to ACSSO Conference CARRIED

Resolved that the Delegation to ACSSO Conference will: Give limited support for the Chaplaincy Program – look at whether they have a role to play Call for more registered qualified psychologists and social workers in schools Request a review of the Guidelines and monitoring program for chaplains in schools. Request that there be choice between employing a religious chaplain or secular youth worker Request the establishment of a referral process for chaplains to follow – training and confidentiality.

ANNOUNCEMENTS Conference 2012 will be held in the Southern Region

Conference closed at 5.45 p.m.

AGENDA ITEMS

EMERGENCY MOTIONS

ITEM 1 School Closures

Moved Jenny Eddington (Newstead College) / Nicole Edgar (Avoca Primary) That this Conference demands that, the Minister for Education be directed through Legislation to ensure that any future consultations about school closures and amalgamations begin at the school, and not in the media. CARRIED

The recent consultations into the proposed closure of 20 schools caused an enormous degree of anxiety and concern to those school communities.

To hear that their school was on a targeted list of school closures in the media was totally inappropriate and flies in the face of what is commonly seen as an appropriate consultative process.

Jenny Eddington is based in north and was personally involved in most of the community consultation in that region.

ITEM 2 Education Act – State Schools

Moved Ant Dry (Burnie High) / Lisa Gillard (Ulverstone Primary) That the Education Act be amended as follows: Section 18. State schools, paragraph (2) (2) The Minister may close or amalgamate State schools. (3) Prior to progressing with a process to close or amalgamate schools the Minister will (a) Consult with the school association, parents and the broader community (b) Provide the school association with – i. An educational, economic and social impact statement ii. Census data that describes population and demographic change forecasts (c) Consult with DIER and obtain a comprehensive impact statement on the provision of student transport. CARRIED

Following the recent debacle and total mismanagement by the government in proposing the closure of 20 schools the TASSP&F believe there is an urgent need to put to the Minister the critical issues that have arisen as a result of this flawed process.

The Legislation relating to the closing of schools is very open and virtually gives the Minister the validity to do whatever he ―considers appropriate‖

ITEM 3 School Closure Criteria

Moved Lisa Gillard (Ulverstone Primary) / Mark Briggs (Cooee Primary) That this Conference demands that the Minister for Education quarantines for a period of 5 years, all schools who have successfully completed the ―School Closure Criteria‖ and proved their viability. CARRIED

We became aware during the recent school closure consultations, that every school must, on an annual basis, answer the ―Current School Closure Criteria‖ to enable a determination to be made on whether their school is viable, or whether they will be required to look at closure.

This process is likely to have detrimental effects on schools in many ways, including their ability to attract new enrolments if they are seen to be targeted for closure.

Mark Briggs (Cooee Primary) it was extraordinary that the Minister is demanding schools to prove their viability.

ACTION ITEMS

ITEM 4 Education Act

Moved Jenny Eddington ( Newstead College) / Nicole Edgar (Avoca Primary) That this Conference calls upon the Minister for Education to amend The Education Act as follows:

Part 2 – Compulsory Education – 4. Enrolment (1) Unless exempted or excused under this Part, a child who is at least 5 years of age as at 1 January in any year must be enrolled at a school or be provided with home education for that year and subsequent years until he or she completes year 12 or a. Attains an equivalent qualification; or b. Enters an alternative approved training facility; or c. Attains the age of 18 years. CARRIED

Concern is constantly being raised about low retention rates in Tasmania.

We believe that the situation is facilitated by the requirement under the Education Act for children to be enrolled at a school until the child completes the school year during which he or she attains the age of 16 years.

Whilst government Ministers stress the importance of students completing education through to year 12, their Legislation does not reflect this, and in fact many students leave school as soon as their age allows

For: This has been relevant for a number of years. There is Guaranteeing Futures Legislation that states that students must stay in education for another 12 months.

These two pieces of legislation are intended to inform each other, but the requirement under Guaranteeing Futures Legislation is not resulting in students remaining in schools

Against: Proposal is too limiting as some young people may be able to get work at the age of 16 and we need workers in a variety of positions.

Point of clarification: Young people who gain employment post year10 would be exempted. Must be in a formal training program

For: The aim of school is not for full time employment, but to instil a habit of lifelong learning and career, or life time work.

Against: There is no value for children who don‘t want to be in education remaining at school

For: Proposal falls in line with government policy and is supported by all Australian governments. There is flexibility within the Act that can give them an education to suit differing abilities.

The words ―unless exempted or excused‖ covers young people who do get full time work.

ITEM 5 School Psychologists

Moved Lisa Gillard (Ulverstone Primary) / Nigel Jones (Lindisfarne North Primary) That this Conference calls on the Minister for Education to ensure that the allocation of Guidance Officers and School Psychologists align with the recommendations of the Australian Psychologists in Schools. CARRIED

At the 2010 State Conference Tasmanian State School Parents and Friends the following policy amendment in relation to School Guidance Officers and School Psychologists was adopted. D.5 (b) the allocation of Guidance Officers or School Psychologists should align with the recommendations of the Australian Psychologists in schools In 2010 the Tasmanian Government made a commitment to employ an additional 12 School Psychologists. Of this, only 4 have so far been forthcoming. Whilst we would welcome the additional 12 positions, this still falls far short of the need in our schools. Waiting lists are still growing and some students are waiting for up to two years before being assessed. We find this totally unacceptable as this is impacting on the health and wellbeing of students and in the long term students become disengaged and can become lost in the education system. School Psychologists play an important and valued support role in our school community and we need more funding for additional positions to be made available in our state schools. For – North Lindisfarne also endorse this motion having had to wait for many months for children to be assessed.

ITEM 6 School Social Workers

Moved Lisa Gillard (Ulverstone High) / Mark Briggs (Cooee Primary) That this Conference calls on the Minister for Education and Skills to: Increase the numbers of Social Workers in State schools; Establish funding to cover leave and relief for existing and future positions; Provide for relief cover.

Tasmanian State School Parents and Friends policy states under Section D.5 (a): each high school should be provided with social workers who can also work with their associated primary schools.

Earlier this year our School Social Worker went on extended leave and we found ourselves in the position of having no Social Worker in our school or surrounding schools for that period of time. There was relief available for emergency cases only.

We felt that this was an unacceptable situation for a school to be placed in.

Through the drive of our School Association and Principal approaching Learning Services, we were able to access some funding to cover a Social Worker for one day a week.

This situation has really highlighted to us the lack of resources available in funding of relief and availability to fill positions.

We have heard about the issues and the least we can do is put some pressure on the government.

Amendment moved Phillip Cornwell (Life Member) / Nigel Jones (Lindisfarne North) That the following words be added to the first sentence: ―provide additional Department of Education funding to: Amendment CARRIED

Amended Motion That this Conference calls on the Minister for Education and Skills to provide additional Department of Education funding to: Increase the numbers of Social Workers in State schools; Establish funding to cover leave and relief for existing and future positions; Provide for relief cover. Amended Motion CARRIED

ITEM 7 Funding of TASSP&F

Moved Ant Dry (Burnie High) / Jenny Eddington (Newstead College) That this Conference calls on the Minister of Education to initiate Legislation to alter the Education Act such that:- The Legislation acknowledges Tasmanian State School Parents and Friends Inc as the representative organisation for parents of students in Tasmanian State Schools. The Legislation provides that each pupil will have an amount levied on their school fees that will be passed directly to the Tasmanian State School Parents and Friends Inc. LOST

TASSP&F receives the bulk of its funding by way of a government grant and is therefore vulnerable to reductions in funding as a result of budget cuts.

Government funding is sufficient only to pay for administration staff and as a result we must rely on volunteers to perform many of the ―on the ground‖ operations of the Association.

Volunteers do not have sufficient time to spend on the affairs of the Association to best serve its members as most of them have work commitments that limit their availability.

As a result of the limited availability of volunteers it can be difficult for TASSP&F to make on the ground contact with School Associations and parent groups. This consequently impacts on membership of TASSP&F

As a result:- TASSP&F is at the mercy of government While government accepts that TASSP&F is representative of the State parents, TASSP&F cannot properly perform to the level we would expect our members to find acceptable

We propose amendment to the Education Act that will result in: 1. parents taking ownership of the TASSP&F and becoming more involved 2. the availability of sufficient funding to pay for operations officers to visit schools and perform the functions we are not able to do at the moment.

Against: unfair on those families with more students at the school Against: in sympathy with the intent but it needs more work to put together something that better reflects what we want.

LATE ITEMS

ITEM 8 Proceeds from Sale of Schools

Moved Nigel Jones (Lindisfarne North Primary) / Lisa Gillard (Ulverstone Primary) That this Conference calls on the Minister for Education and Skills, the Premier and Treasurer of Tasmanian to outline where the money from the sale of land and buildings from the closure of amalgamated schools, as well as any other schools, is to be allocated, and give a guarantee that the money from the sale of these schools will be channelled back into education for: i. Payment for retention of teacher aides over school holidays ii. Infrastructure and maintenance iii. Introduction and maintenance of new technology into existing schools iv. Maintaining school levies at their current levels, subject to CPI adjustment v. An allocation to schools to maintain and upgrade playground equipment and fencing vi. Provision of a 20% minimum increase in funding for students with high and additional needs including students on the Severe Disabilities Register.‖

Lindisfarne North have done some research and it is recognised that schools have been closed in the south, as has been experienced in other parts f the state. Those closed schools are currently being vandalised, and it is understood that the land will be sold to developers. There is no guarantee that proceeds of sale will go back into education. Other schools are losing enrolments because the new schools are getting increased enrolments.

Amendment moved Philip Cornwell (Life Member) / Robyn Newman (TASSP&F) That point (iv) be deleted Amendment CARRIED

Amendment moved Philip Cornwell (Life Member) / Robyn Newman (TASSP&F) That new point (iv) be inserted: Increasing the SRP in addition to CPI increases Amendment LOST

Amendment moved Mark Briggs (Cooee Primary) /Phillip Cornwell (Life Member) That all sub points be deleted and the words ―above and beyond existing funding for education‖ be added to the end of the first paragraph. Amendment CARRIED

Amendment moved Philip Clifford (Kings Meadows High) /Nicole Edgar (Avoca Primary) That the following be added: unless the property is transferred to the local community Amendment LOST The amended motion: That this Conference calls on the Minister for Education and Skills, the Premier and Treasurer of Tasmanian to outline where the money from the sale of land and buildings from the closure of amalgamated schools, as well as any other schools, is to be allocated, and give a guarantee that the money from the sale of these schools will be channelled back into education, above and beyond existing funding for education. was put and CARRIED

ITEM 8 Tenure of Principals

Moved Simon Warriner (Yolla District)/ Lisa Gillard (Ulverstone High) That this Conference calls on the Minister for Education and Skills to direct the changes required to increase the average tenure of Principals in Tasmanian schools to a period of 10 years or greater LOST Against: how do you get rid of a bad principal?

Against: Restricts principal promotion opportunities

PETER GARRIGAN, PRESIDENT AUSTRALIAN COUNCIL OF STATE SCHOOL ORGANISATIONS INC OPENING ADDRESS

Before we begin I would like to acknowledge the traditional owners past, present and future of the land on which we are meeting today.

It is an honour to be asked by Tasmanian parents to open this conference.

The Australian Council of State School Organisations (ACSSO) is the peak national organisation representing the interests of the parents, families and school communities of more than two million children attending government schools throughout Australia.

ACSSO believes that it is the responsibility of schools and the school system to ensure equity of access to an appropriate range of opportunities for all students. All children have the right to schooling which gives them independent access to knowledge as well as the skills and understanding necessary to shape their own lives and to participate in shaping the society in which they live.

ACSSO is committed to the principles of access, equality, equity of outcomes, excellence and participatory democracy.

Access means a public education system available to all, irrespective of their age, capacity to pay, class, culture, gender, level of ability, location, religion / belief, or sexual orientation.

Equality is dependent on recognition that all children have a capacity to learn. Learning is the construction of meaning from experience. School practices must acknowledge and build on the culture and experiences children bring to school. Children have a right to develop their skills, knowledge and aptitudes in challenging but personally successful and fulfilling ways.

Equity in educational outcomes means all social groups should, as a result of schooling, have comparable distributions of educational outcomes.

Excellence means that the public school system must provide the highest quality education for all.

Participatory democracy means a partnership of students, parents and teachers in school and system decision making. It also means that students should, as a result of schooling, have the knowledge, skills and understandings necessary to shape their own lives and to participate effectively in shaping society. This will enable students to learn how to learn throughout their lives for the benefit of themselves and others. Public education must develop among all students a sense of justice as well as respect and concern for others.

ACSSO believes that public education must remain secular and be fully funded by government.

The term ―parent engagement‖ is perhaps the most misunderstood term in today‘s educational arena.

And when I refer to Parent Engagement some like to call it partnership others involvement but I prefer Engagement as Engagement is the act of sharing in the activities of a group

While the value of home/school engagement is gaining greater acceptance, it is not always easy to promote or maintain. As we have moved from small communities with intimate connections to a very diverse mobile culture, the increasing complexity of relationships, roles, and functions has often complicated the collaborations.

The Australian Council of State School Organisations strongly believes that parent engagement matters.

It is my belief that the majority of teachers think about having a good relationship with parents. However, just as images of teaching and learning environments vary, so do images of ―good‖ parent-teacher relationships. At one end of the spectrum, the image of a good relationship is an effective separation of roles and functions between home and school, an optimal social distance combined with mutual respect. The family meets the school‘s expectations efficiently, and the school effectively educates the child without undue demands on the home. At the other end of the spectrum is the image of the school functioning as an extended family.

I believe that family and school should intersect around the life of the child.

As parents and teachers think about the parent/teacher engagement construct, we often have mixed feelings. There are good feelings of shared efforts and mutually valued achievement with some; while with others, there is a sense of frustration, helplessness, or even anger over conflicting perceptions and understandings. The degree of success that parents and teachers have in developing a partnership depends heavily on the ―fit‖ between parental cares and concerns and those of the teacher. Unlike many other kinds of relationships in people‘s lives, the parent-teacher pairing occurs by assignment rather than choice.

The common interest is and should be the education of the child.

The change in society from our childhood to our children or our grand children has been well documented. Among these changes are the increasing reliance on technology, the changing nature of work, a more diverse population, and a more service-oriented society.

The concern is how these forces are affecting schools and families. As we think about building bridges to support parent-teacher partnerships, it is critical to keep these forces in mind.

In addition to what was at one time the ―traditional‖ two-parent family, we now have two- parent working families, single-parent families, adoptive families, and remarried or blended families, to cite just a few of the new family constellations. Family roles have also become more flexible and fluid. Mothers may function in what was once the traditional role of fathers, fathers may function as homemakers, and children may perform some parental functions for siblings. Thus, the school does not necessarily have access to a consistent adult to speak for the family. Sometimes it‘s one parent; other times it‘s a different parent from a blended family; and at still other times, it may be a sister, brother, or aunt—making effective communication a real challenge.

Combined to all these forces, the past 50 years have I believe lead to a change in how schools and families view each other. Because of a developing awareness of the importance of the bridge between home and school, schools have reached out to families and families have pressed to be heard in schools

How you as parents view your role in relation to school also affects parent-teacher relationships. Parents‘ role construction may be described as parent focused, school focused, and/or partnership focused. In the parent-focused construct, parents consider that they have primary responsibility for their children‘s educational outcome. In the school-focused construct, parents feel the school is primarily responsible for the children‘s educational outcome, and in the partnership-focused construct, parents believe that teacher and parent working together are responsible.

To understand the relationship between parents and schools it is important for schools to recognise the types of behaviours that can impact on this all important engagement and, in identifying these, develop ways to support all parents, with a particular emphasis on parents whose own schooling created barriers to engaging in their child‘s education. These parents are generally ―invisible ―in the school community and a number of them face overwhelming personal challenges when called upon to engage.

Study after study has shown us that student achievement improves when parents play an active role in their children's education, and that good schools become even better schools when parents are involved. It is recognised that parent engagement is a key factor in the enhancement of student achievement and well-being.

Despite such overwhelming support for the value of parent involvement, it is my contention that parent engagement is underutilised at all levels, while parental participation at high school levels is particularly low.

Parent engagement activities often reach a narrow audience of parent populations and are generally restricted to a few types of parent involvement.

Family and school represent the primary environments in which young children grow and develop, and good schools value parental involvement. The foundation I believe for good parent-teacher relationships is frequent and open communication, mutual respect and a clear understanding of what is best for each individual child.

In addressing the needs of our young people the neighbourhood school is an essential feature of a Public Education system which provides structural support to the commitment to a public education system which ensures that all children have access to a high quality education enabling a successful and constructive schooling for all.

It is a fundamental obligation of Government to provide Government schools when and where they are needed, and keep them open for as long as they are needed.

I am aware that school closures are a point of contention in Tasmania at this time and at the risk of weighing into the debate, it is my belief that where school closures are mooted there should be full, proper, open and public consultation with the school communities affected, namely the school proposed for closure and the school or schools likely to receive displaced

students as well as peak parent and teacher organisations and other community groups over a minimum period of twelve months

School closures should not be considered except in circumstances where changes in land use and residential population result in the loss of a link between the school and its local community.

If a decision is made to close a school, at least 12 months notice should then be given of the proposed closure, with closure being affected only on completion of the school year.

I believe that we have shared values and goals, and that we were committed to a free public education system which is inclusive of all, irrespective of culture, gender, academic ability and socio-economic status and that we strongly believed that parents as partners in the education process, have a right and a responsibility to play an active role in the education of their children.

But having these shared values and goals will not necessarily yield the good teamwork required in a peak parent bodies.

It is a concern of mine that Parent Organisations across Australia are spending scarce energy and resources on internal struggles and disputes rather than developing strategies to be an effective team that develops ways to share leadership roles and ways to share accountability for their goals.

What we need across the nation are dynamic team leaders and managers of change. People who have developed leadership and interpersonal skills that enable them to work as effective team members and leaders in many settings. Recognising this you also need to value those leaders and as an organisation put aside personal agendas in order to create the most powerful lobby group in the state or the nation.

From my own experience gone are the days when you could take on the role of president of a peak parent organisation and do it effectively on a part time basis.

For peak bodies the role of the ―traditional parent volunteer‖ must be expanded to recognise the importance of having a leader who is consistently visible and able to be fully engaged during their presidency.

We must begin to merge the different types of parental involvement if we are to build the types of collaborative parent-school communities where our children succeed academically and in life. Only then will our children become the type of parents who model collaboration to their own children and their children‘s schools.

I wish you well in your deliberations and I look forward to listening to the discussion as you engage for the benefit of your children.

DARREN STOPS State Chair, Australian Psychological Society (APS) State Chair, APS College of Educational and Developmental Psychologists APS National Psychologists in Schools Advisor

School Psychology Services in Tasmania - A Snapshot. School Psychologists, A.K.A.: Guidance Officer Guidance Counsellor School Counsellor Educational Psychologist Educational and Developmental Psychologist And by students: ―That Social Worker‖

The Big Picture There is a need to develop emotional resilience and well being in children. What do parents want for their children? To be happy healthy, and successful – right?

Reality check: mental health and Australia:... The WHO reported Depression is the fastest growing health problem. By 2020, will represent the second highest health burden worldwide. Depression accounts for more days lost to illness that any other disorder It is estimated that 1 in 5 Australians will experience a major depressive disorder In 2007, the Federal Government introduced Better Access for Psychological therapies .

Mental Health for our Young People Mental disorders are the leading cause of disease burden in young people worldwide The greatest number of people with a mental illness are between 18 to 24 26% 16-24 year olds had experienced a mental disorder in the previous 12 months

Mental Health for our Young People 2 Improvements in physical health, but mental health disorders have increased longitudinal studies show that the rate of emotional and behavioural problems has increased dramatically over the last 10 years. Child and adolescent mental health problems are higher in low income families, blended and sole parent families. Only one out of every four adolescents with mental health problems receive professional mental health care.

Mental Health for our Young People 3 Children have anxiety and depression at younger and younger ages. 25% of young people experience depression before the age of 18, with at least 50% of adolescents experiencing a recurrence. 7.5% 15 year olds self harm on a regular basis. 10% will experience a psychiatric disturbance, psychotic symptomatology = delusions, hallucinations, and disturbance of thought. 50% of these children show impaired schooling and social development.

Mental Health for our Young People 4 Perhaps the most vulnerable generation in the history of Australia – adolescents have the second highest youth suicide rate in the world. Adolescents with mental health problems have a higher rate of suicidal thinking compared to other health risk behaviours. 12% of 14 to 17 year olds have thought about suicide 4.2% have made an attempt.

So what’s this mean? How do they get Help? Students with mental health problems are five times more likely to have below average competence when compared to students who do not. Recent studies show that the first point of call for young people with mental health problems was their School Psychologist (or School Counsellor)

Other Factors? Behaviour? Learning? Inclusion: students with disabilities and learning difficulties participate in mainstream education rather than attending special schools or special units. Students with disabilities and learning difficulties make up a significant proportion of behaviour problems in schools. These often share co-morbidity with poverty and other associated socio-cultural factors. ... And mental health issues.....

Learning and Disability...... Understanding of reading development and disability comes from psychology. This is central to the understanding and work of School Psychologists. School Psychologists identify and clarify developmental, learning and behavioural disorders, and work with teachers to increase student access to the curriculum. School Psychologists assist teachers to differentiate the curriculum. “Children should always be given work they can do”

So what’s the good news look like ? Children with good mental health and children who can access a relevant curriculum have significantly increased: Connectedness to school Engagement with the curriculum Retention and participation Improved peer relationships Higher academic achievement Capacity to contribute to the workforce and the community And significantly reduced: School absenteeism Suspensions and Exclusions School alienation

School Psychologists In Tasmania 1 POSITION OBJECTIVE: Work in schools as a member of a multi-disciplinary Support Team to provide a child and adolescent psychological service which supports students and families. Contribute to capacity building of school communities to improve access, participation and achievement of students.

School Psychologists In Tasmania 2 assessment and treatment for mental health issues (social-emotional well being and behaviour), and assessment and intervention strategies for students with additional needs and disabilities. Psychologist use a wide range of skills and strategies to address the barriers, by building the capacity of schools and individuals.

School Psychologists In Tasmania 3 Based in Schools!! Easy access, few barriers, maybe the only access many families have School Psychologists are the state's primary mental health service for young people. The Department of Health provides tertiary services, and, only for a small number of recognised disorders. Assessment and diagnosis of children with disabilities. Assessment of cognitive function and detailed behavioural function.

School Psychologists In Tasmania 4 The DoE is the largest employer of psychologists Interstate: inpatient units, special units for specific issues. Educational units or special schools. utilise the expertise of psychologists. Body of knowledge and expertise in the field of School Psychology.

Tasmania ? High levels of socio-economic disadvantage Estimates: High percentage (40% ? ) on Welfare. 23% on DSP, 50% functionally illiterate. Performance indicators for our schools reflect this disadvantage. The high level of poverty and the associated effects upon schooling are reflected in the daily work and caseloads of our School Psychologists.

Service levels and need……. 50? Full Time Equivalent (FTE) School Psychologists 67 personnel. All of this service is timetabled to provide service to schools All based in schools, for several decades now. Almost all of the Schools have a timetabled School Psychology Service. Involved in management of critical incidents Service levels and need……. Average caseload pa =130 students, per FTE Approximately 6000 students p.a. across the State. (12, 000 active files) By the end of year 10, approximately 25% have received direct services

Service levels and need……. Casework = highly complex and demanding. Caseload varies between Primary and High Schools, due to developmental differences. School Psychologists staff consult with Principals to review the service. The level of service required is consistently higher than what is available. Service levels and need……. E.g.: data from one medium sized High School: 52 “High Priority” cases, of approx 132 cases. (High Priority = significant Mental Health Issue, Disability and almost always, Behaviour) 17 students who attempted, had previously attempted or made a (significantly likely) threat of suicide.

What do School Psychologists think? Comments from School Psychologists: “We tend to work with students and staff in manners which are minimally visible, and highly respectful of confidentiality and privacy. Our work is effective, but often not seen by others in public ways”. “A lot of the kids I work with are helped to stay off the radar – some staff might know that, but most wouldn’t know what I do.” “We work with the kids that are having trouble which affects them at school, to support and help them to stay at school – we try to help them before they become a bigger problem, or a non-attender”

Highest Incidence Mental Health Problems ? Teachers see: They don‘t see: Behaviour Thoughts Performance (Learning) Feelings Peer Interaction (some) Peer Interaction Parents see: Online Behaviour ―Labels‖ Family Interaction Depression Anxiety

The following text slides is taken directly from the APS Tip Sheet on Anxiety

Understanding and managing anxiety Anxiety is a normal response to a stressful event or perceived threat uncomfortable feeling of fear or impending disaster intense physical response cognitive response behavioural response emotional response

What causes anxiety? Hereditary factors Biochemical factors Life experiences Personality style Thinking styles Behavioural styles

What are the symptoms of anxiety? vary from person to person ongoing worry or thoughts that are distressing Confusion Trembling Sweating Faintness/dizziness Irritability Rapid heartbeat Difficulty breathing Upset stomach or nausea Restlessness Avoidance behaviour

How is anxiety treated? Cognitive behaviour therapy : cognitive therapy: thoughts in response to an event or situation causes the difficult feelings and behaviour assistance with changing behaviours that are associated with anxiety, such as avoidance or restlessness. relaxation techniques medication and lifestyle changes

Identification of stress and trigger factors to identify the specific situations identify any worrying thoughts keep a diary of symptoms

Structured problem solving Identify the problem. Come up with as many options as possible for solving the problem Select your preferred option. Develop a plan for how to try out the option There are other options to try. Go back to the list and select your next preferred option.

Breathing exercises Breathe in through your nose to the count of three (3 seconds) and say to yourself: "IN, TWO, THREE". Breathe out through your nose, again counting to three, and say to yourself: "RELAX, TWO, THREE". Keep repeating this for two to three minutes, and then time your breathing.

Relaxation techniques release muscle tension Learning a relaxation technique and practising it regularly

Thought management gentle distraction using pleasant thoughts ‗mindfulness techniques' coping statements Depends on the type of anxiety problem. A psychologist can help you.

Lifestyle changes Plan to take part in a pleasant activity Increase exercise. Reduce alcohol intake. Reduce caffeine intake. Plan and schedule time throughout the day

Anxiety disorders severe and interfere with functioning, Almost 30 per cent of the population will experience some form of anxiety disorder at some point in their lives Generalised Anxiety Disorder Specific phobia. Panic Disorder. Obsessive Compulsive Disorder (OCD). Social Anxiety Disorder Post-Traumatic Stress Disorder (PTSD).

LESLEY FRASER Psychologist, Private Practice Psychologist, Department of Education School Psychologist Immediate Past President Australian Guidance and Counselling Association Member of Australian Psychological Society and College of Educational and Developmental Psychologists

Clinical Practice Guidelines • Depression in adolescents and young adults • How frequent is Depression? • One in five adolescents will experience a depressive episode by the age of 18 years • Females are more likely to experience depression than males • Depressive symptoms (rather than a full diagnosis) are much more common • Depression is a leading cause of health service attendances for mental health problems among young people • Depression in young people is multifactorial • Risk and protective factors

Family factors • Risk: mental health disorders in parents, parental divorce and poor family functioning • Protective: parental support, good family functioning, high SES • More risk/protective factors • However, it is not all bad….. • Individuals having risk factors does not automatically result in depression. Effects of adversity on an individual depend on his or her attributional style, coping skills, level of support and genetic factors.

Early Intervention • Early intervention offers the best prognosis. • Err on the side of caution and talk to the school psychologist about adolescents with depressive symptoms. • Where there is no school psychologist, teachers should refer parents to the person responsible for mental health and wellbeing in the school. Some cases can be managed by school staff, others will need referral to a service that can provide psychological support, or a psychologist through a referral from a GP. • The strongest risk factor for suicide is depression

Universal Prevention Programs • Psychosocial interventions… are not currently recommended for universal prevention of depressive symptoms or major depressive disorder in the adolescent population

Selective Prevention • For children who experience a family related risk factor for depression, family focused interventions should be considered for the prevention of major depressive disorder in adolescence

Indicated Prevention • Cognitive Behavioural interventions should be considered for short term symptom reduction in adolescents with identified depressive symptoms who do not meet diagnostic criteria for major depressive disorder • Cognitive behavioural therapy (CBT) or Interpersonal Psychotherapy (IPT) should be considered first-line treatment for adolescents with major depressive disorder. • This level of counselling is performed by Psychologists. School Psychologists are the only qualified people in schools to do this.

Good Practice Point: CBT and IPT should be provided by professionally trained CBT/IPT therapists who have experience in working with young people. It is important that the therapy is applied in line with evidence-based practice manuals. Continuing maintenance of therapy skills is essential.

Recommendation SSRI fluoxetine should be considered for acute, short-term reduction of depressive symptoms in adolescents with moderate to severe major depressive disorder, where psychological therapy has not been effective, is not available or is refused, or if symptoms are severe

Good Practice Point • Health professionals, school personnel, young people and parents/carers must be aware of the dangers of not treating episodes of moderate to severe depression. • Depression is the major risk factor for suicide

Recommendations CBT may be added to/continued with SSRI therapy to reduce the risk of suicidal thinking and improve functioning in adolescents with major depressive disorder

Recommendation Trycyclic antidepressants should not be used for treating major depressive disorder in adolescents

Recommendation Young people should be monitored for the onset of or increase in suicidal thinking following initiation of SSRIs. • What signs do parents need to look for? • Physical signs: fatigue, poor motivation, change in appetite, disrupted sleep, restlessness, unexplained aches and pains • Behavioural signs: decreased participation in school, disinterest in general appearance, decreased participation with peers, self harm, avoidance of family activities, withdrawn • Cognitive signs: inefficient thinking, poor concentration and attention, low self esteem, negative body image, apathy, thoughts of death and suicide • Emotional signs: sadness, irritability or anger, tearfulness, feelings of worthlessness and guilt, loss of pleasure in activities, lack of enthusiasm • What can parents do? • Lifestyle advice:

There is good evidence that relaxation, physical activity and healthy sleep patterns promote feelings of wellbeing.

Daily routines are helpful for wellbeing too. (Limiting time spent on electronic games/DVDs helps to keep routines)

What else can parents do? Active Listening: • Asking open-ended questions • Attending to verbal and non-verbal cues • Clarifying the information provided by the young person • Clarifying your understanding of the information provided

What else can parents do? • Empathy • Monitoring • Close monitoring of symptom severity and adverse effects is required for young people taking an SSRI, especially during the first 4 weeks. • A protocol for managing suicidal thinking must be in place for every young person who is taking an SSRI, including baseline assessment and regular monitoring for suicidal thinking. Ask your prescribing doctor for this. • Clinical Practice Guidelines Depression in Adolescents and Young Adults Available from www.beyondblue.org.au

SHARON RUSH Senior Social Worker, Department of Education, Learning Services North

Supporting Mental Health in Education

When you think about your child (ren)… What matters most? What do our schools say matters most?

Outline for today: • What is Mental Health? • What is School Social Work Core Business? • How do we support mental health in our schools?

What is Mental Health? Mental health is about being able to work and study to your full potential, cope with day-to-day life stresses, be involved in your community, and live your life in a free and satisfying way.

(Headspace: National Youth Mental Health Foundation) A person with good mental health has good emotional and social wellbeing and the capacity to cope with change and challenges. Mental health problems can affect your feelings, thoughts and actions, and cause difficulties in your everyday activities, whether at school, at work, or in relationships (headspace). • Is being ‗healthy‘ just the absence of ‗ill‘ health? • Or is it more….

Prevalence of MH problems: Approximately one in four to five young Australians are likely to suffer from a mental health problem, most commonly substance abuse or dependency, depression, anxiety and eating disorders (Australian Institute of Health & Welfare: AIHW, 2003).

Five measurable elements that contribute to well-being (PERMA): (Seligman, Flourish) 1. Positive Emotions - experiencing joy and pleasure 2. Engagement (or flow) – being consciously involved in our activities 3. Relationships – having enjoyable and supportive interactions with others 4. Meaning – creating a purposeful narrative about our lives; being engaged with or serving something larger than ourselves 5. Accomplishments - completing our goals and following our core values

Should well-being be taught in schools? Yes! • Provides an antidote to runaway incidence of depression • Is a way to increase life satisfaction • An aid to better learning and more creative thinking • KidsMatter Primary MindMatters Secondary

Risk Factors and Protective Factors • Risk factors may increase likelihood of poor mental health. Child • Difficult temperament (overly shy or aggressive) • Low self esteem • Low intelligence • Poor bonding with parent/s

Risk Factors: Family • Family disharmony, instability or breakup • Harsh or inconsistent discipline style • Parent/s with mental illness or substance abuse • Siblings with a serious illness or disability

School • Peer rejection and / or bullying • Academic Failure • Poor attendance • Poor connection between family and school

Life Events • Difficult school transition • Death of a family member • Emotional trauma • Experience or physical or sexual abuse

Society • Discrimination • Isolation • Socioeconomic disadvantage • Lack of access to support services

Protective Factors can help to reduce the likelihood of developing a mental health problem. Child • Easy temperament • Good social and emotional skills • Positive coping style • Optimistic outlook on life • Good attachment to parents or carers

Family • Family harmony and stability • Supportive parenting • Strong family values • Consistency (firm boundaries and limits)

School • Positive school climate • Sense of belonging and connectedness between family and school • Opportunity for participation in a range of activities • Academic achievement

Life Events • Involvement with a caring adult • Support available at critical times

Society • Participation in community networks • Access to support services • Economic security • Strong cultural identity and pride

Social-emotional wellbeing and academic achievement. • ‗Schools will be most successful in their educational mission when they integrate efforts to promote children‘s academic, social, and emotional learning‘ (Zins et al. 2004, p.3) • ‗strong bonds between student behaviour, attainment and learning and their social and emotional development‘ are central‘ (Sammons, 2007, p.37) • Davison & Greenberg in 1967 found positive relationships between personal and social competence and academic achievement • More recently ‗…over 200 school-based studies on the impact o universal interventions to enhance students‘ social-emotional learning found benefits in school achievement, among others. (CASEL, 2007, 2008)

External Assets • Support • Empowerment • Boundaries and Expectations • Constructive Use of Time (Search Institute)

Support 1. Family support—Family life provides high levels of love and support. 2. Positive family communication—Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parents. 3. Other adult relationships—Young person receives support from three or more nonparent adults. 4. Caring neighbourhood—Young person experiences caring neighbours. 5. Caring school climate—School provides a caring, encouraging environment. 6. Parent involvement in schooling—Parent(s) are actively involved in helping young person succeed in school.

Empowerment 7. Community values youth—Young person perceives that adults in the community value youth. 8. Youth as resources—Young people are given useful roles in the community. 9. Service to others—Young person serves in the community one hour or more per week. 10. Safety—Young person feels safe at home, school, and in the neighbourhood. Boundaries & Expectations 11. Family boundaries—Family has clear rules and consequences and monitors the young person‘s whereabouts. 12. School Boundaries—School provides clear rules and consequences. 13. Neighbourhood boundaries—Neighbours take responsibility for monitoring young people‘s behaviour. 14. Adult role models—Parent(s) and other adults model positive, responsible behaviour. 15. Positive peer influence—Young person‘s best friends model responsible behaviour. 16. High expectations—Both parent(s) and teachers encourage the young person to do well. Constructive Use of Time 17. Creative activities—Young person spends three or more hours per week in lessons or practice in music, theatre, or other arts. 18. Youth programs—Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community. 19. Religious community—Young person spends one or more hours per week in activities in a religious institution. 20. Time at home—Young person is out with friends ―with nothing special to do‖ two or fewer nights per week. Internal Assets • Commitment to Learning • Positive Values • Social Competencies • Positive Identity

Commitment to Learning 21. Achievement Motivation—Young person is motivated to do well in school. 22. School Engagement—Young person is actively engaged in learning. 23. Homework—Young person reports doing at least one hour of homework every school day. 24. Bonding to school—Young person cares about her or his school. 25. Reading for Pleasure—Young person reads for pleasure three or more hours per week.

Positive Values 26. Caring—Young person places high value on helping other people. 27. Equality and social justice—Young person places high value on promoting equality and reducing hunger and poverty. 28. Integrity—Young person acts on convictions and stands up for her or his beliefs. 29. Honesty—Young person ―tells the truth even when it is not easy.‖ 30. Responsibility—Young person accepts and takes personal responsibility. 31. Restraint—Young person believes it is important not to be sexually active or to use alcohol or other drugs. 32

Social Competencies 32. Planning and decision making—Young person knows how to plan ahead and make choices. 33. Interpersonal Competence—Young person has empathy, sensitivity, and friendship skills. 34. Cultural Competence—Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds. 35. Resistance skills—Young person can resist negative peer pressure and dangerous situations. 36. Peaceful conflict resolution—Young person seeks to resolve conflict non-violently.

Positive Identity 37. Personal power—Young person feels he or she has control over ―things that happen to me.‖ 38. Self-esteem—Young person reports having a high self-esteem. 39. Sense of purpose—Young person reports that ―my life has a purpose.‖ 40. Positive view of personal future—Young person is optimistic about her or his personal future.

What does all of this mean? • What can social workers do to assist schools and parents with promoting positive mental health?

Social Work The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance wellbeing. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work

The Role of School Social Work: • Work in schools as a member of a multi-disciplinary Learning Service Support Team to provide a social work service which supports students and families. Contribute to capacity building of school communities to improve access, participation and achievement of students.

How do we promote mental health, reduce risk, and increase protective factors? • School Connectedness / Relationships • Security & Safety • Positive Experiences • Engagement in activities & learning • Meaning & purpose • Achievement / Accomplishment

Tasmanian Safe and Supportive Schools Framework Nine Elements: 1. Leadership commitment to a safe school 2. A supportive and connected school culture 3. Policies and procedures 4. Professional learning 5. Positive behaviour management 33

6. Engagement, skill development and safe school curriculum 7. A focus on student wellbeing and student ownership 8. Early intervention and targeted support 9. Partnerships with families and community

KidsMatter: A whole school approach Adapted from World Health Organisation (1994).

Putting it into practice. Stories about schools & kids. • Individual Social Work Support: • Students with attendance concerns • At risk of homelessness • Behaviour concerns o Functional Behaviour Analysis o Individual support plan • Counselling support o Anxiety and depression o Greif and loss o Family separation o Peer issues

Group Social Work Support • Social skills groups (team teaching in the classroom or smaller groups) • After school, recess and lunch programs • Holiday programs • ‗Belonging groups‘ • Students who have experienced trauma – drumming, experiential therapies • Coordination of alternative educational programs for disengaged students

Social Work Support for Parents / Families: • General parenting programs o 1,2, 3 Magic o Parent Effectiveness Training • Launching into Learning Parent Programs • Individual parent support • Referral and collaboration with community agency supports

Social Work Support to Schools: • Assessment of non-attendance data, follow up procedures, school policies • Critical Incident and Emergency Management Coordination and Response • Professional Learning o Impact of Trauma on Children o Framework for Understanding Poverty o Promotion of well-being • Staff Support o Debrief o Planning for individual students

Community Social Work • Assessment and planning for community needs • Partnerships with local councils, community houses, police, businesses • Parent programs • Holiday programs • Flexible Learning Programs • Mentoring Programs

Mental Health in Education. We each have a vital role: • Children and Young People • Parents • Principals & Teachers • School Support Staff • Professional Support Staff • Communities

What Matters Most? One hundred years from now, it will not matter • what kind of car I drove, • what kind of house I lived in, • how much I had in my bank account, • nor what my clothes looked like.

But the world may be a little better because I was important in the life of a child. (anonymous)

PRESIDENT’S 2011 ANNUAL REPORT

Supporting Parents to Make a Difference in Children’s Education

The last twelve months as Tasmanian State School Parents and Friends President has certainly brought some challenging situations in State Education.

In May this year, then Minister for Education, the Honourable Lin Thorp lost her seat in the Legislative Council; she had held the position of Minister for Education for just over twelve months. We believed we had developed a good working relationship with her and were disappointed to see her leave the portfolio so soon.

Mr McKim was announced as the new Minister shortly after and we sought an immediate meeting with him to discuss our position and the various issues we had been consulting Minister Thorp about.

As the State body representing parents we pride ourselves on the apolitical, independent and democratic stance we take. It is therefore crucial to develop regular and ongoing consultation with the Minister no matter what political party they represent. This year, as in our past, we have also maintained dialogue with other members of Parliament not just those making up the presiding Government.

At the same time Minister McKim was taking over Education, we were also faced with changes to the Department‘s hierarchy. Colin Pettit was brought in from Western Australia as the Department Secretary, Liz Banks was promoted to Deputy Secretary, Schools and Early Learning and Andrew Finch took over as Deputy Secretary, Corporate Services. These key positions are indeed the ones that control how the department and our schools work and we have continued our conversations with them.

As they were all settling into their new roles, the State Budget was announced with massive slashes for the Education sector which included the proposed closure of 20 schools. This is an unacceptable state of affairs and one of the reasons we have joined the Public Education Alliance. We firmly believe our children have one chance at their education and any cuts will affect them and the future economic viability of our State.

The focus of the Alliance is to fight the proposed cuts to spending in public schools. We will be lobbying Parliament, which means ALL elected representatives, not just those making up the presiding Government. The Alliance will ask them to develop and commit to a long term plan for Public Education and support the plan with sustainable funding that is not subject to budgetary cuts, no matter who is in power.

The other members of the Alliance are the Australian Education Union, Australian Psychological Society, the Commissioner for Social Inclusion, Local Government Association of Tasmania, National Disability Services, Tasmanian Aboriginal Corporation for Education, and Tasmanian Council of Social Services

During the school closure process the TASSP&F Management Committee members worked extremely hard to support the 20 earmarked schools. We attended many meetings and spent many hours on the phone and emailing the affected Association members. We have taken on board the evidence they gathered to support their school‘s viability. We congratulate those communities for the passion they displayed and the force of People Power they engaged. Indeed their public outrage and angst forced the Minister to re-evaluate the situation and call a halt to the process. However we believe the issue has not been resolved. It has been clearly outlined that the Government believe there is a need to downsize the number of Tasmanian State Schools. What is now needed is the recognition that schools are about more than numbers and bricks and mortar.

It has been announced that I will be your representative on the Schools Viability Reference Group, which will assess this situation. The Minister has made it clear that the previous list of 20 schools no longer exists and that the group will look at ALL schools. TASSP&F will consult widely on this issue through local meetings and our social media avenues. We look forward to your input when the consultation process begins soon.

The changing direction of education in Tasmania will always challenge us and the parents we represent, none more so than the post year 10 reforms and the impact those changes has had on funding. Since the changes to Tasmania Tomorrow, were implemented last year, we have continued consulting with parent representative groups on campuses. While it seems things are running a lot smoother some bugs still exist and we have taken these issues to the Department for resolution.

This year in line with our Strategic Plan and from feedback we received from last year‘s Conference we have looked at our methods of communication with you the members. It was decided that it would be prudent to purchase an on-line polling program, to develop a Facebook page and a more informative and interactive website. These developments while still new have already shown merit.

The online poll was used to gauge opinion on the change to a Four Term Year. As this was such a divisive and contentious issue it was imperative that we present a position that was reflective of ALL parents. We are aware that many of you will not be happy with the change, but we do support the majority view that the change will benefit the educational journey of Tasmanian students.

Partnerships with other stakeholders in education have been sustained. Management Committee members have held representative roles on various committees. We have also maintained a close partnership with the Tasmanian Principals Association. In particular we have looked at School Associations and how their efficiencies can be improved.

At the coal face the problems of communication, school associations, parent participation and resourcing, are constants for our organisation and we have continued addressing these issues. We have provided mentoring, advice and information to many Associations and individual parents. It is always gratifying when we can reach a resolution to the problems that beset our parents and encourages us to continue in what sometimes feels like a never ending battle.

I would like to take this opportunity to thank my passionate Committee. Their dedication to public education and the wealth of knowledge and skills they bring to the Organisation is commendable. They are parents like you, who volunteer their time to improve what happens in our schools. We still have some vacancies in the regions and I hope these will be filled from the floor of Conference.

If you are at all concerned about your child, their school and public education I urge you to consider nominating as a regional delegate.

My thanks also go to our diligent staff. Executive Officer Dianne Ellson and Administration Officer Cassy Wells are valuable colleagues. They keep us informed and on task so we can perform at our very best.

I look forward to another year as President and the opportunity to serve the parents and students of State Schools in Tasmania.

Jenny Grossmith TASSP&F President

NORTHERN REGION

For most of the past year there has only been Eddie Staier and myself working in the Northern Region. This has resulted in there being no meetings in the North this year.

Having said that, there has been quite a bit of contact with parents and schools and representation on a number of committees.

Representing Parents on Tasmanian Lifelong Learning 3 is the most significant entirely Northern group that I have been a board member of this year. TLL3 are working on a number of partnerships with schools, students, business and industry to assist with retention and training of students.

This year‘s report would not be complete without a mention of the recent school closure issue. This saw seven Northern schools targeted for possible closure and while the outcomes to date have, at this point, not seen any schools closed, the experience was amazing.

The positives that resulted have been the astounding support for schools and public education that has seen Community Meetings and an outpouring from the wider community to express their support of the local school.

It was a very humbling and emotional for me personally to attend most of the meetings held to support schools and to offer my support via email and phone to those I couldn‘t make it too.

Jen Eddington Senior Vice President Tasmanian State School Parents and Friends Inc

NORTH WEST REGION

After last year‘s State P&F State Conference, the North West regional team were delighted to welcome two new delegates on board, Gary Morse from Riana Primary and Robyn Newman from Ulverstone Primary.

A regional meeting was held at Rosebery District School in the third term. It was great to catch up with parents and staff at this school. The Skills Program that provides transportable classrooms has enabled students to access a greater number of training and skill based options and were greatly appreciated and well received within this school community. Participation and a broader choice of programs available for students in Rosebery may often be limited due to associated costs, including transportation. Again, finding suitable accommodation options and meeting additional transportation costs for year 11 and 12 students relocating to Burnie to attend Hellyer College, still appears to be an unresolved issue for some of our West Coast families.

I met with Malcolm Wells, General Manager, Learning Services N-W towards the end of term three. Items we discussed included Romaine Park Primary School; date of the school opening, buses, and the School Association for the new school and I was informed that the new Principal would be Leanne Raw from Acton Primary.

Funding for the new Port Sorell Primary School had received the go ahead. Surrounding schools which are in close proximity to the new school have already voiced concern for their future and this may be an issue, especially considering the present funding for schools.

Malcolm Wells left Learning Services to become Secretary Post Year 10 and he is now based in Hobart. Bruce Cameron has taken over as Learning Services N-W General Manager and I caught up with Bruce mid-January for a chat about the role we play and about meeting at least once a term.

I was invited to the Social Workers Conference which was held at Penguin Primary School. The new Commissioner for Children, Aileen Ashford, was one of the presenters. Some of the Commissioner‘s presentation referred to the Minister's Agenda for Children and Young People. I learnt a lot and it was great to meet such a dedicated group of people whose main focuses is the health and wellbeing of our students.

There are approximately 65 Social Workers in the state and like school psychologist some are required to work in 3-4 schools, with some social workers supporting school communities with up to 2,000-2,500 students. There are many hours spent on the road as social workers travel between their regular schools. At times other school visits may be added to their normal workloads with many additional travelling hours needed. It became apparent that we need more resourcing for social workers and psychologists to ensure that our students receive the services they need, including more preventative programs. The social workers are keen to maintain an ongoing relationship between their group and our organisation.

One of the biggest issues for this year directly impacting upon all schools was the budget cuts announced in the last State budget. This has caused concern for many of our school communities

which may be impacted by these cuts. It is an issue on which many are now lobbying Government to maintain present funding levels and not introduce cuts to education.

Another big issue was the schools earmarked for closure which was placed on the Government‘s agenda soon after the Budget was announced. I worked with four North West schools which were on the list of schools earmarked for closure. It was a very stressful time for everyone involved, but it was great to see how these rural communities pulled together during this time to fight for their schools. We are aware that possible future closures are still on the agenda.

Other issues raised from the region: Emergency responses for Catastrophic Fire days Unisex toilets National School Chaplaincy Program Eschool for students with special needs Out of hours use of new BER buildings Use of alcohol as a fund raiser Good character checks for builders/contractors

I also was a representative for TASSP&F on the following boards and committees: Teachers Registration Board West Coast Education Advisory Committee LINC Pre Service Course Advisory Committee Attended the Budget Briefing Meeting

Lisa Gillard TASSP&F Secretary

SOUTHERN REGION

Meetings were held at the TASSP&F Office for the Southern Region in Term 3, 2010 and Term 1, 2011.

There was good attendance at both meetings with schools as far away as Dover and Geeveston District Schools at the November meeting.

KEY ISSUES RAISED:

4-Term School Year: Discussion amongst attendees resulted in various views but no real definitive opinion. The benefits of shorter terms in relation to delivery of the National Curriculum was acknowledged. There was a tendency towards supporting 3 terms by one person, whilst on the other hand feeling that the summer break is too long. Concerns were raised about the possibility of an AEU strike should a change go ahead and the cost involved in investigating this again.

Issues From Schools Science experiment at Dover District School. The teacher involved is a trained science teacher who has not been teaching for a long time and who struggled to find direction from the current curriculum. This reinforces the benefits of the National Curriculum. Providing housing for teachers in isolated areas may provide incentive for teachers to attend schools in these areas.

Problems with retention in rural areas. Numbers in the secondary sector are very low in both Geeveston and Dover District Schools. The schools are considering bussing students between schools to maximise learning for specific areas.

Relocation of Kingston High to the new campus in 2011. Transport issues were being addressed.

School buses were also of concern at Taroona Primary with students leaving class early to catch high school buses. The school was looking at changing class times in 2011 to alleviate the problem.

School Associations Most attendees were happy with how their school associations were functioning, albeit in very different ways. Kingston High is still working with separate p&f and association. Taroona Primary has a very effective school association with maximum number of parents. They hold open meetings with all school community welcome. Geeveston DHS has closed association meetings but also a very active p&f. Dover DHS has only had a school association for 2 years.

At the meeting held in Term 1, 2011, the key issued raised are summarised as follows: . 40k Speed Limit signs – times they are switched on/off. – Concern was raised about two primary schools in close proximity having differing operating times and the fact that one didn‘t appear to be operating correctly. . Campbell St will change times after consulting with the Principal. . School bus drop off zones in a shopping centre car park is of some concern to parents at Dodges Ferry Primary. . Traffic /car park set ups that present general safety concerns. . Constitutions: All School Association Constitutions should be available from the office. . Effectiveness of School Associations - how they work with a separate P & F and how well some Associations are working without a P&F. . 4 Term School Year. . School Physiologists

Without sufficient representation from the South to allow for the election of a Regional Coordinator, meetings have been arranged through and at the TASSP&F Office.

We hope that we will soon see an increase in the number of Southern Regional delegates, able to take on additional responsibilities and involvement to allow regional meetings to be held in a variety of locations.

Dianne Ellson, Executive Officer Cassandra Wells, Administration Officer Tasmanian State School Parents and Friends Inc

TASSP&F EXTERNAL REPRESENTATION: July 2010 to June 2011

Australian Council of State School Organisations Jenny Grossmith Australian Sustainable Schools Initiative (AuSSI) Cassy Wells Bushfire Ready Schools Jenny Eddington / Garry Morse Cool Canteen Accreditation Program Cassy Wells Family Planning Reference Group Jenny Eddington Kidsafe Cheryl Wickham Learning Services North Jenny Eddington North-West Lisa Gillard South Jenny Branch South East John Forster Mental Health in Schools Reference Group Jenny Eddington Mind Matters / Kids Matter Jenny Eddington Move Well, Eat Well Schools Project Jenny Branch National Quality Framework for Early Childhood and Care Cassy Wells National School Drug Education Project / ) School Drug Educators State Committee / )Jenny Eddington Drugs in Education ) North-West Learning Coalition Lisa Gillard Oral Health Community Consultative Group Cassy Wells Pre-Service Course Advisory Group Lisa Gillard Public Education Alliance Jenny Grossmith Review of Disability Standards Jenny Grossmith John Forster School Business Community Partnership Brokers – South: Colony Partnership Brokers John Forster North: Jenny Eddington North West: Lisa Gillard School Drug Educators State Committee Jenny Eddington School Viability Reference Group Jenny Grossmith Statewide Immunisation Reference Group Jenny Eddington Student Transport Users Group Jenny Grossmith Students with Disabilities Reference Group Jenny Eddington Take Control Reference Group Jenny Eddington Tasmanian School Canteen Association Dianne Ellson Tasmanian Urinary Iodine Survey of School Children 2011 John Forster Teachers Registration Board Lisa Gillard

AUSTRALIAN COUNCIL OF STATE SCHOOL ORGANISATIONS

With the increasing role the Federal Government have in education, the importance of the role of ACSSO also increases. It has been an honour this year to represent Tasmania at this Organisation.

In October last year the ACSSO National Conference/AGM was held in Adelaide. In line with the new focus of the group, the speakers were much more relevant to issues that affect Australian parents. Change for the sake of change – meeting the needs of an uncertain future, the affects of multi-media on the psyche of teenagers versus the law; and student literacy created through film- making were some of the topics covered. This year‘s conference will be held in Sydney and will focus on Parental Engagement and Student Well-Being (high priorities for the Department of Education Employment and Workplace Relations according to Minister Garrett)

The Organisation has continued to fine tune their methods of operation. Of particular note has been the employment this year, of the new Chief Executive Officer, Di Giblin. Di has had extensive experience in NSW and the ACT, and since joining the office at the beginning of the year noticeable changes have occurred. Clear documentation is now available, open dialogue with the affiliates is occurring and consultation with DEEWR leaders and Minister Garrett are being held on a more regular basis.

The office at the old Chifley Primary School was given a refurbishment by the landlords mid- last year. As there was only one part time staff member at the time the ACSSO committee got together to move equipment and documentation back into the office space. This allowed the State V-Ps to become better acquainted with the office and to complete a thorough clean out of out of date and redundant paperwork which had been building up for years.

DEEWR have provided two Parent Forums in the last twelve months. The first was held in September last year and the second in March this year. ACSSO appreciate the opportunity to have open dialogue with Department leaders about Federal Government initiatives. After the election last year the Department had a restructure as the portfolio was split into two sections, each with their own Minister.

Topics covered in the forums included:

Australian Institute of Teaching and School Leadership. A paper was prepared after Australia-wide forums that seeks to put in place a National Program of Standards, Accreditation of Pre-Service Teacher Education, Certification of Highly Accomplished Teachers and Nationally Consistent Teacher Registration. This will be implemented over the next few years and funding has already been allocated. MCEECYTA has decided how this will be put into practise in the various jurisdictions.

While rewarding teachers has had some consultation over the last few years, Principal Autonomy/Leadership has not. During discussions held around this State last year this idea did not receive strong backing and indeed it was recognised that sound functioning Associations were needed to support such an initiative.

Students With Disabilities. Data shows that for every 25 students, 1 has a disability and 4 have learning difficulties. 90% of students with disabilities attend mainstream schools and 80% of those are in Government schools. But still there is no National definition of ―Disabilities‖. The Standards Review has been completed and the implementation of a National Strategy is being introduced now.

National Curriculum. Phase 1 – English, Maths, History and Science will be implemented by most jurisdictions this year. Phase 2 – Geography. The Arts and LOTE standards are currently being developed. Phase 3 subjects are still to be cemented – Economics/Business, Civics/Citizenship, Health/PE and IT.

Federal Funding Review. The panel held consultations Nationally and received submissions from stakeholders and released a consultation paper on their findings early this year. A final report of their recommendations will go to Government soon.

TASSP&F, as well as ACSSO, placed original submissions and gave feedback on the consultation paper, basically both saying that Federal Funding was inequitable

Building the Education Revolution. The BER Implementation Taskforce have been looking at quality, time and cost ratios for completed projects. They received complaints from 2.7% of BER schools, most of which are in NSW. They held spot checks on random selected sites and held investigations into jurisdiction Education Authorities.

Digital Educational Revolution. The three rounds of this program have been completed. Round 1 (neediest schools) ratio – 1 computer:2 students; Round 2 (other schools) ratio – 1:2; Round 3 (all students in years 9-12) 1:1. The roll-out has differed in jurisdictions as Education Authorities have been given flexibility in spending of appropriated funds. However all ratios must be reached by the end of this year. Teacher Professional Development has been made available and because of the abundance of suppliers it has been noted that computer costs have decreased.

ACSSO have placed submissions to the following inquiries the Government have run this year: National Curriculum; My School Website; Chaplaincy Program; Disabilities Standards; and National Funding of Schools.

These submissions are an aggregate of reports from the affiliates.

Jenny Grossmith ACSSO Tasmanian Vice President

Tasmanian State School Parents & Friends Inc 202 Liverpool Street, Hobart, 7000 Balance Sheet as at 30 June 2011 2010 Note 2011 s Assets Current Assets 12,529 General Cheque Account 3,701 Online Business Saver 35,595 1,750 Rental Security Deposit 1,750 12,529 Total Cash on Hand 41,046 Other Assets 1,017 Trade Debtors 2 1,794 2,767 Total Other Assets 1,794 Investments 31,469 CBA Cash Management Trust 0 14,453 CBA Term Deposit - LSL 15,320 45,922 Total Investments 15,320 Property and Equipment 1(b) 5,854 Computers 5,076 -4,948 Computers - Accumulated Deprec -3,811 2,640 Computer Printers /Accessories 3,184 -1,858 Computer Accessories Accum Dep -2,161 1,741 Office Machines and Equipment 1,741 -1,172 Office Machines Accum Deprec -1,342 5,499 Furniture and Fittings 5,499 -3,349 Furniture & Fittings Acc Depre -3,779 Total Property and Equipment 4,407 65,625 Total Assets 62,568 Liabilities Current Liabilities 0 Business Charge Account 193 2,259 Trade Creditors 3 839 400 Income Received in Advance 0 2,659 Total Current Liabilities 1,032 GST Liabilities 655 GST Collected 3 742 -1,320 GST Paid 2 -1,113 -665 Total GST Liabilities -371 Payroll Liabilities 3,009 PAYG Payable 3 3,208 6,883 Provision for LSL 1(c) 8,208 3,031 Provision for Annual Leave 1(c) 3,355 12,923 Total Payroll Liabilities 14,772 14,917 Total Liabilities 15,433 50,708 Net Assets 47,134 Equity 39,429 Retained Earnings 50,708 11,279 Current Earnings -3,573 52

50,708 Total Equity 47,134

TASMANIAN STATE SCHOOL PARENTS AND FRIENDS INC NOTES TO AND FORMING PART OF THE ACCOUNTS

NOTE 1 STATEMENT OF SIGNIFICANT ACCOUNTING POLICIES

(a) Basis of Preparation: The accounts have been drawn up in accordance with applicable Accounting Standards and disclosure requirements of the Associations Incorporation Act 1963. The accounts have been prepared on the basis of historical costs and do not take into account changing money values. The accounting policies have been consistently applied. The accounts have been maintained on an accrual basis and the Statement of Financial Position reflects moneys owed by and to the Association at the end of the accounting period. (b) Changes in Accounting Policies: The accounting policies adopted are consistent with those of the previous year. (c) Property, Plant and Equipment: Valuation: Items of property, plant and equipment are carried at cost, less accumulated depreciation. Acquisition: Items of property, plant and equipment are recorded at cost and depreciated as recorded below. Depreciation: Items of property, plant and equipment are depreciated over their useful lives. The reducing balance method is used. Assets are depreciated from the date of acquisition. (d) Provisions: Long Service Leave: The provision for long service leave represents all benefits accruing to employees from the date when employment commenced. Annual Leave: Provision for annual leave represents all benefits accrued to employees as at 30th June 2011. (e) Leased Assets: Operating lease payments are charged as an expense in the period in which they are incurred. Photocopier Lease 60 months – August 2007 – 2012

NOTE 2. RECEIVABLES 2010 2011 1,320 GST Paid 1,113 1,017 Trade Debtors 1,794

NOTE 3. EXPENDITURE COMMITMENTS 2010 2011 2,194 Trade Creditors 839 655 GST Collected 742 Payroll Liabilities: 3,009 PAYG Income Tax 3,208 6,315 Provision for LSL 8,208 2,746 Provision for Annual Leave 3,355

Lease of Photocopier 13,008 Balance on term of Lease (2011-2012) 6,504

Tasmanian State School Parents & Friends Inc 202 Liverpool Street, Hobart Profit & Loss 1 July 2010 to 30 June 2011 2010 2011 Income Grants Income 137,178 General Grant 141,979 10,000 Special Purpose Grants Other Income Advertising 273 8,635 Affiliations Received 8,505 3,351 Interest Received 4,994 Conference and Seminar 318 Conference Dinner 32 114 Conference Display Fees 205 Conference Donations 630 228 Conference Registrations 227 Sponsorship 3,227 ACSSO Conference Hobart 2009 0 Miscellaneous Income 9,306 Parent Brochures 0 212 Regional Funds Allocated 0 673 Sundry Income 9 173,242 Total Income 156,853 Expenses State and National Expenses 3,706 ACSSO Annual Conference 4,035 11,208 ACSSO Conference Hobart 2009 0 6,610 Affiliation Fees Paid 6,824 1,687 ACSSO General Expenses 899 2,197 State Annual Conference 3,385 700 State Conference Dinner 191 83 Committee General Expense 369 2,873 Management Committee 1,935 Meetings Membership Expenses 205 North-West Region 58 0 Northern Region 0 82 Southern Region 0 77 General Membership Expenses 301 Employment Expenses 76,752 Wages & Salaries 81,615 636 Workers Compensation 645 6,600 Superannuation Expenses 6,561 -2,434 Long Service Leave Provision 1,325 55

810 Provision for Annual Leave 324 0 Staff Training 0 2,161 Other Employee Expenses 0 Travel & Accommodation 5,067 Management Committee 6,622 1,776 President 3,592 Operating Expenses 132 Advertising 1,084 475 Audit Fees 475 96 Bank Fees & Charges 353 86 Donations and Gifts 196 1,829 Electricity 1,716 48 Fees and Licences 54 2,145 Insurance 1,754 126 Memberships / Subscriptions 166 603 Office General Expenses 443 13,216 Rent, Rates and Land Tax 13,621 85 Sundry Expenses 0 3,375 Telephone, Fax - Office 2,931 869 Telephone - President 1,494 Materials and Equipment Computer Maintenance & Service 110 1,777 Depreciation Expense 1,645 1,155 Email and Website 1,062 8 Maintenance - General 0 545 Newspapers and Publications 585 0 Office Equip - Repairs & Maint 9 223 Office Equipment Replacements 250 3,747 Photocopier Lease 3,747 1,840 Postage and Freight 1,696 3,921 Printing Costs 4,109 2,483 Printing & Stationery 1,717 253 Software & Technical Support 454 Miscellaneous 1,130 Conferences & Seminars 1,075 1,000 Honoraria 1,000 161,963 Total Expenses 160,427 11,279 Net Profit/(Loss) -3,573

MANAGEMENT COMMITTEE MEMBERS 2010-2011 Attendance at Committee Meetings 18/9 30/10 4/12 19/2 26/3 7/5 18/6 7/8 PRESIDENT Ms Jenny Grossmith P P P P A P P P 7 Selina Street, TULLAH, 7321

SENIOR VICE PRESIDENT Mrs Jenny Eddington P P P P P P P P 190 Foursprings Road, SELBOURNE, 7292

JUNIOR VICE PRESIDENT Mr John Forster – Deceased 9/7/2011 P P P P P P P - 31 Noyes Road, WHITE BEACH, 7184

SECRETARY Mrs Lisa Gillard P P P A P P P A 45 Alexander Street, ULVERSTONE, 7315

TREASURER Mr Antony Dry P A A P P P P P 290 Natone Road, NATONE, 7321

NORTHERN DELEGATES Mr Eddie Staier P A P P A A P A 372 Long Plains Road, BRIDGENORTH, 7277

NORTH WEST DELEGATES Mr Gary Morse P A P A A P P P 1383 Pine Road, PENGUIN, 7316

Mrs Robyn Newman P A P A A P P P 55 Lovett Street, ULVERSTONE, 7315

SOUTHERN DELEGATES Ms Jenny Branch A P A Leave of absence P A 11 Pascoe Avenue, CLAREMONT, 7011

Mrs Elizabeth Chick – Resigned 19/2/2011 P A P - - - - - 50 William Street, BRIGHTON, 7030

P = present; A = apology; N = absent, no apology

STAFF EXECUTIVE OFFICER (PUBLIC OFFICER) Mrs Dianne Ellson ADMINISTRATION OFFICER Ms Cassandra Wells

School Affiliate Address1 Address2 Albuera Street Primary School Association Albuera Street HOBART 7000

Ashley School Association PO Box 126 DELORAINE 7304

Austins Ferry Primary School Association 13 Brodie Street CLAREMONT 7011

Avoca Primary Parents & Friends Assoc 30 St Paul‘s Street AVOCA 7304

Bagdad School Association School Road BAGDAD 7030

Beaconsfield Primary Parents & Friends Assoc Inc 33 Grubb Street BEACONSFIELD 7270 Bicheno Primary School Association Inc James Street BICHENO 7215 Blackmans Bay Primary Parents & Friends Assoc 177 Roslyn Avenue BLACKMANS BAY 7052

Boat Harbour Primary Parents & Friends Assoc Inc 17386 Bass Highway BOAT HARBOUR 7321 Bracknell Primary Parents & Friends Assoc 53 Jane Street BRACKNELL 7302

Brighton Primary School Association Inc 27 Downie Street BRIGHTON 7030 Brooks High School Association Inc PO Box 522 MOWBRAY 7248 Bruny Island District High Parents & Friends Assoc Inc c/- Post Office Alonnah BRUNY ISLAND 7150 Burnie High School Association Fidler Street COOEE 7320

Burnie Primary Parents & Friends Inc Van Diemens Crescent BURNIE 7320 Campbell Street Primary School Association Inc 231 Campbell Street HOBART 7000 Campbell Town District High School Association Inc PO Box 33 CAMPBELL TOWN 7210 Cape Barren Island School Association 0 CAPE BARREN ISLAND 7257

Clarendon Vale Primary School Parent Group Inc PO Box 19 CLARENDON VALE 7019 Cooee Primary School Association Inc Bass Highway COOEE 7320 Cosgrove High Parents & Friends Assoc Inc PO Box 153 GLENORCHY 7010 Deloraine High School Association PO Box 84 DELORAINE 7304

Deloraine Primary Parent Forum Inc East Barrack Street DELORAINE 7304 Devonport High Parents & Friends Assoc 91 Best Street DEVONPORT 7310

Devonport Primary School Association Inc PO Box 230 DEVONPORT 7310 Dodges Ferry Primary School Association Inc 538 Old Forcett Road DODGES FERRY 7173 Dover District High School Parents & Friends Inc 6940 Huon Highway DOVER 7117 Dunalley Primary School Association Inc 20 Bay Street DUNALLEY 7177 East Devonport Primary School Association 19 Thomas Street DEVONPORT 7310

East Launceston Primary Parents & Friends Assoc Inc Cnr Abbott and Mary Streets EAST LAUNCESTON 7250

Evandale Primary School Association Inc PO Box 104 EVANDALE 7212 Exeter High School Association Inc Glen-Ard-Mohr Road EXETER 7275 Exeter Primary Parents & Friends Inc Glen-Ard-Mohr Road EXETER 7275 Flinders Island District High Parents & Friends Assoc Inc PO Box 9 Whitemark FLINDERS ISLAND 7255 Forest Primary Parents & Friends Inc RA 422 Mengha Road SMITHTON 7330 Forth Primary School Association Inc 45 Wilmot Road FORTH 7310 Geeveston District High School P&F Association Arve Road GEEVESTON 7116

Geilston Bay High School Association Inc 271 East Derwent Highway GEILSTON BAY 7015 Glen Dhu Primary Parents & Friends Assoc Inc 270 Wellington Street SOUTH LAUNCESTON 7249 Glen Huon Primary School Association 801 Glen Huon Road GLEN HUON 7109

Glenora School Association Inc 620 Main Road BUSHY PARK 7140 Glenorchy Primary School Parent Teacher Group Kensington Street GLENORCHY 7010

Goulburn Street Primary School Association Forest Road WEST HOBART 7000

Havenview Primary School Association Inc Marriott Street BURNIE 7320

Howrah Primary Parents & Friends Sub-Cttee Howrah Road HOWRAH 7018

Huonville High Parents & Friends Assoc Inc 82 Wilmot Road HUONVILLE 7109 58

Illawarra Primary School Association Inc Tinderbox Road BLACKMANS BAY 7052 Invermay Primary Parents & Friends Assoc Inc PO Box 2102 LAUNCESTON 7250 Jordan River Learning Herdsman‘s Cove Campus Parents & Friends 2 Lamprill Circle GAGEBROOK 7030 Kempton Primary School Association Inc Old Huntinground Road KEMPTON 7030 Kingston Primary Parents & Friends Assoc Church Street KINGSTON 7050 Lansdowne Crescent Primary School Community Assoc Inc Gourlay Street WEST HOBART 7000 Latrobe High School Association PO Box 105 LATROBE 7307 Lauderdale Primary School Community Assoc Inc 3 Acton Road LAUDERDALE 7021 Launceston College Association Inc Inc 107-119 Paterson Street LAUNCESTON 7250 Levendale Primary Parents & Friends Assoc Inc 1315 Woodsdale Road LEVENDALE 7120 Lilydale District School School Association / P&F Inc Main Road LILYDALE 7268 Lindisfarne North Primary School Association Inc 30 Raminea Road LINDISFARNE 7015 Lindisfarne Primary Parents & Friends Cttee Inc PO Box 165 LINDISFARNE 7015 Longford Primary Parents & Friends Assoc Cnr Catherine & William Sts LONGFORD 7301 Margate Primary Parents & Friends Assoc Inc PO Box 69 MARGATE 7054 Maydena Primary Parents & Friends Assoc 36 Kallista Road MAYDENA 7140 Meander Primary Parents & Friends Assoc c/- Post Office MEANDER 7304 Miandetta Primary Parents & Friends Assoc Berrigan Road DEVONPORT 7310 Molesworth Primary School Association Inc 540 Molesworth Road MOLESWORTH 7140 Montagu Bay Primary School Association Inc 10 Conara Road MONTAGU BAY 7018 Montrose Bay High School Association Inc 865 Brooker Avenue GLENORCHY 7010 Moonah Primary Parents & Friends Assoc Derwent Park Road MOONAH 7009 Moriarty Primary School Association 9 Bonneys Lane MORIARTY 7307 Mount Stuart Primary School Association Inc 106 Gillon Crescent MOUNT STUART 7000 Mountain Heights Parents & Friends Inc PO Box 399 QUEENSTOWN 7467 Mowbray Heights Primary Parents & Citizens Assoc PO Box 131 MOWBRAY HEIGHTS 7248 New Town High School Association Inc 6 Midwood Street NEW TOWN 7008 New Town Primary School Association Inc Forster Street NEW TOWN 7008 Newstead College Association Inc 30 Cypress Street NEWSTEAD 7250 Nixon Street Primary School Association Inc Nixon Street DEVONPORT 7310 Ogilvie High School Association Inc 228 New Town Road NEW TOWN 7008 Orford Primary School Association Inc 35 Charles Street ORFORD 7190 Ouse District School Association Inc Lyell Highway OUSE 7140 Penguin High Parents & Friends Inc PO Box 138 PENGUIN 7316 Penguin Primary Parent & Community Group Inc PO Box 159 PENGUIN 7316 Port Dalrymple Parents & Friends Assoc PO Box 84 GEORGE TOWN 7253 Princes Street Primary Parents & Friends Assoc Randall Street SANDY BAY 7005 Prospect High School Association Inc PO Box 563 PROSPECT 7250 Ravenswood Heights Primary School Association PO Box 2 RAVENSWOOD 7250 Redpa Primary Parents & Friends Assoc Inc RA 68 Comeback Road REDPA 7330 Riana Primary Parent Association Inc 1225 Pine Road RIANA 7316 Richmond Primary School Association Inc Commercial Road RICHMOND 7025 Ringarooma Primary School Association 1 Fry Street RINGAROOMA 7263 Risdon Vale Primary School Association Inc Heather Road RISDON VALE 7016 Riverside High School Association Inc 354 West Tamar Road RIVERSIDE 7250 Riverside Primary School Association Inc PO Box 205 RIVERSIDE 7250 Rose Bay High Parents & Friends Assoc Inc Kaoota Road LINDISFARNE 7015 Rosebery District High School Association PO Box 20 ROSEBERY 7470 Sandy Bay Infant School Association Inc 568 Sandy Bay Road SANDY BAY 7005 Sassafras Primary School Association Inc 50 School Road SASSAFRAS 7307 School of Special Education North- West, Devonport School Association 113 Middle Road DEVONPORT 7310

Scottsdale Primary Parents & Friends Assoc Inc Inc 41 Mary Street SCOTTSDALE 7260 Smithton High School Association Inc Mill Road SMITHTON 7330 Smithton Primary Parents & Friends Assoc PO Box 262 SMITHTON 7330 Southern Support School School Association Inc 223 Clarence Street HOWRAH 7018 Spreyton Primary School Association Inc 1 Mersey Main Road SPREYTON 7310 Springfield Gardens Primary Parents & Friends Assoc Inc 62 Ashbourne Grove WEST MOONAH 7009 St Helens District High School Association Inc PO Box 251 ST HELENS 7216 St Marys District School Association Inc 13 Gray Road ST MARYS 7215 St Marys District - Fingal Campus Inc 14 Gray Road ST MARYS 7214 Stanley Primary School Association Inc Wilson Street STANLEY 7331 Strahan Primary Parents & Friends Assoc PO Box 42 STRAHAN 7468 Summerdale Primary Parents & Friends Assoc Inc PO Box 439 PROSPECT 7250 Swansea Primary School Association PO Box 21 SWANSEA 7190 Table Cape Primary Parents & Friends Assoc PO Box 126 WYNYARD 7325 Taroona High School Association Inc Meath Avenue TAROONA 7052 Taroona Primary School Association Inc 104 Channel Highway TAROONA 7053 Tasman District School Association Inc RA 4 Nubeena Back Road NUBEENA 7184 Tasmanian eSchool School Association PO Box155 NORTH HOBART 7002 Trevallyn Primary School Association Inc 55 Gorge Road TREVALLYN 7250 Ulverstone High School Association Inc PO Box 201 ULVERSTONE 7315 Ulverstone Primary School Association Inc PO Box 116 ULVERSTONE 7315 Waimea Heights Primary Parents & Friends Assoc Inc 12 Balfour Court SANDY BAY 7005 West Launceston Primary School Association Inc 24-38 Basin Road WEST LAUNCESTON 7250 Westbury Primary School Association Inc PO Box 78 WESTBURY 7303 Westerway Primary Parents & Friends Assoc Inc 1619 Gordon River Road WESTERWAY 7140 Windermere Primary School Association Cadbury Road CLAREMONT 7011 Yolla District High Parents & Friends c/- Post Office YOLLA 7325 Youngtown Primary School Association PO Box 653 KINGS MEADOWS 7249 Zeehan Primary School Association Inc PO Box 86 ZEEHAN 7469

Life Members Mrs Elizabeth Bailey 67 Havelock Street SUMMERHILL 7250

Mrs Mavis Beattie 33 Derwent Terrace NEW NORFOLK 7140

Ms Jennifer Branch 14 Barnett Avenue NEW NORFOLK 7140

Mrs Judith Bromfield PO Box 169 CLAREMONT 7011

Mr Phillip Cornwell 12 Teal Court NEWNHAM 7248

Mrs Doreen Dowker 13 Paringa Avenue NEWNHAM 7248 Mrs Julia Greenhill 79 Queen Street SANDY BAY 7005

Mrs Pat Jackson 16 Newland Street RIVERSIDE 7250

Mrs Jane Kovacs 11 Corby Avenue WEST HOBART 7000

Mrs Audrey Mitchelson 3/61 James Street LATROBE 7307

Mr Richard Pickup PO Box 946 LAUNCESTON 7250

Mrs Carla Rainbird 52 Frederick Street PERTH 7300

Mrs Julie Roberts 30 Edinburgh Crescent GOODWOOD 7010

Mr John Watkinson 302 Upper Stowport Road STOWPORT 7321

Mrs Cheryl Wickham 20 Garden Grove WEST MOONAH 7009

Tasmanian State School Parents & Friends Inc gratefully acknowledge the generous donations from the following Members of the Legislative Council

The Hon Craig Farrell The Hon Ruth Forrest The Hon Greg Hall The Hon Mike Gaffney The Hon Vanessa Goodwin The Hon Tania Rattray