2014 Annual Report and Financial Statements
as presented at the 2015 Annual General Meeting
Table of Contents
AISWA Strategic Plan 3
Office Bearers 6
Executive Committee Membership 7
Executive Summary 8
AISWA 2014 9
State Issues 16
National Issues 17
Funding 19
Australian Curriculum 20
Aboriginal Independent Community Schools 21
Inclusive Education 22
Industrial Issues 23
Literacy 24
Numeracy 25
Quality Teacher Agenda 26
Statistics 27
List of AISWA Member Schools 28
Audited Financial Statements for Year Ended 31 December 2014 30
Appendices
Appendix 1: 2015 Membership Fees
Association of Independent Schools of Western Australia (Inc)
2014 Annual Report 2
AISWA Strategic Plan 2010 ‐ 2014
The Association of Independent Schools of Western Australia is the peak body representing Independent schools in Western Australia. It has 158 member schools which enrol over 70,000 students; accounting for over 16% of Western Australian school enrolments.
As a sector, Independent schools are diverse in nature. They provide for students of all abilities and all social and ethnic backgrounds. They provide quality schooling for a wide range of communities, including some of Western Australia’s most remote and disadvantaged Indigenous communities, communities in regional towns and diverse communities in Perth.
Many member schools espouse a religious or values‐based education, while others promote a particular educational philosophy. They are all registered through the Office of Non‐Government Education. Member schools of the Association are not‐for‐profit and are governed independently.
Our Vision
For Independent schools to be acknowledged and recognised as valued providers of education in Western Australia.
Our Mission
To promote a strong Independent sector which offers a high quality education appropriate to the needs of Western Australian children.
To fulfil our vision and mission, the Association has developed a Strategic Plan that will support schools in the Independent sector and lead to increased recognition of the value the Independent sector provides to all Western Australians.
Association of Independent Schools of Western Australia (Inc)
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AISWA Strategic Plan
Communicate our purpose and role to members, governments, stakeholders and the wider community. Communicate our role and purpose to members through conferences, information sessions and ongoing regular communication. Strengthen our relationship with the State and Federal Ministers for Education and relevant opposition party personnel. Maintain a strong relationship with the other education sectors and other education stakeholders.
Establish high levels of engagement from members, interest groups and system authorities within the Independent sector. Provide a level of service to members which they find useful, meets their needs, and enables them to effectively and efficiently fulfil their role. Partner with other education groups (eg. Universities) to enhance our level of service to members. Meet with the system authorities within the sector on a regular basis and assist them meet their members’ needs.
Provide high quality services that support excellence in Independent schools and their school communities. Ensure schools are fully informed of emerging issues and changing policy directions so they can plan to ensure excellence. Work with schools to identify what services will assist them in raising their service to their school community. Continue to enhance the support AISWA provides schools to meet compliance and registration requirements. Continue to engage external expertise to ensure members receive the highest quality service.
Effectively represent and be an advocate for the Independent sector. Ensure decision makers at all levels understand the Independent sector and include the sector in consultations and requests for advice. Proactively ensure governments and the broader community understand the contribution Independent schools make to society and the economy, and the savings Independent schools provide to the broader community. Represent the interests of Independent schools effectively in all forums.
Support schools in their mission through fostering good leadership and governance. Provide ongoing support to school governors through conferences and seminars. Develop links with universities to provide ongoing professional development for leaders and aspiring school leaders.
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Be an active player in the education agenda at the state and national levels. Participate in state and national forums and consultations to ensure the interests of the Independent sector are taken into account during policy planning and decision‐making. Communicate with (not for) state and federal government ministers and bureaucracies to be pro‐active in raising issues that impact member schools.
Promote the independence of schools and protect their autonomy in ways that contribute to the diversity of education options for students. Ensure all stakeholders understand the diversity of schools in the Independent sector and value the contribution schools make to the rich fabric of our society and the economy.
Develop unity among the schools in the Independent sector and establish partnerships with governments and non‐Government organisations for the benefit of schools and the young people in their care. Continue to build partnerships between schools, sectors and other educational institutions for the benefit of member schools.
Ensure AISWA has the appropriate resources to provide relevant, exemplary and creative services to member schools. Ensure planning for the operation of AISWA considers the services provided to schools, and the adequate resourcing of these services. Continue to budget so that all cost areas contribute equitably to the infrastructure and running costs of AISWA.
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Office Bearers
Chair of the Board of AISWA Mr Ian Curlewis, St Mary’s Anglican Girls’ School
ISCA Delegate Mr Ian Curlewis, Chair of the Board of AISWA
Seal Holders Mr Ian Curlewis, Chair of the Board of AISWA Mr Mike Smith, Board Member, Quinns Baptist College Ms Valerie Gould, Executive Director Mr Ron Gorman, Deputy Director
Executive Director Ms Valerie Gould
Deputy Director Mr Ron Gorman
Auditors Dry Kirkness, Chartered Accountants, West Perth
Association of Independent Schools of Western Australia (Inc)
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AISWA Committee Membership
Board of AISWA
Mr Ian Curlewis (Chair), St Mary’s Anglican Girls’ School Mr Cameron Jones, Tranby College Mr Sam Kronja, Presbyterian Ladies’ College / Chrysalis Montessori School Mr Mark Lewis, Swan Christian College Mr Stuart Marquardt, Great Southern Grammar Mr Mihael McCoy, The King’s College Dr Alec O’Connell, Scotch College (commenced May) Mr Mike Smith, Quinns Baptist College Mr Dave Stevens, Alta‐1 College Prof Sue Trinidad, Penrhos College (concluded May)
Ms Valerie Gould, AISWA Mr Ron Gorman, AISWA
Legal and Governance Committee
Mr Mihael McCoy (Chair), The King’s College Dr Martin Bent, Swan Christian Education Association Mr David Cameron, The Quintilian School Mr Doug Davies, Pioneer Village School Mrs Jenny Ethell, Perth College Mr Ralph Moore, Methodist Ladies’ College
Ms Valerie Gould, AISWA Mr Ron Gorman, AISWA Mr Craig D’cruz, AISWA
Education Policy Committee
Mr Mark Lewis (Chair), Swan Christian College Mr Rowan Clark, Carey Baptist College Ms Cheryl Haak, St Mary’s Anglican Girls’ School Mr Stuart Meade, Hale School Mr Mark Mulder, John Calvin Christian College Ms Kathryn Netherwood, Lance Holt School
Ms Valerie Gould, AISWA Mr Ron Gorman, AISWA Mr Mark Newhouse, AISWA
Association of Independent Schools of Western Australia (Inc)
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Executive Summary
2014 proved to be another very busy year with schools funded by the Commonwealth under the new funding model. This did result in a number of changes to per capita payments during the year as various parts of the new model were refined as the year progressed. 2014 was also the first year that AISWA provided services to schools funded mainly through the Student First Support Fund, which is a four year Memorandum of Understanding with the Commonwealth Government with all the AIS’s to continue to provide support to schools in the implementation of the Government agendas.
AISWA has continued to work with schools through the provision of: support for the ongoing implementation of the Australian Curriculum, support for schools with literacy and numeracy strategies and NAPLAN testing and analysis, advice and consultative support in the areas of Inclusive Education, support for governing bodies and school leaders with school governance, support for the school registration process and compliance issues, industrial and legal support, and dedicated support to the Aboriginal Independent Community Schools and the Curriculum and Re‐Engagement Schools.
The 2014 Briefing the Board Conference was held at St Mary’s Anglican Girls’ School with Yong Zhao as the keynote speaker. It was a very successful day with excellent feedback. Other conferences held during the year included a conference for Aboriginal Community Schools Governing bodies, then at the start of Term II the Broome Conference for teachers, school leaders and Aboriginal Education Workers from the Aboriginal schools and a Conference for the Curriculum and Re‐Engagement Schools. During the year we ran a number of successful Leadership programs including a weekend Women in Leadership Conference.
AISWA facilitated two Study Tours during 2014, one to ISTE (an International Technology Educators Conference) which also included visits to GOOGLE, Microsoft and Apple and another tour to China. The reports from both of these tours were excellent and AISWA plans to run more tours over the next few years.
Planning for 2015 started during 2014 with a range of conferences, professional learning opportunities and a study tour to Scotland and Finland all underway.
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AISWA 2014
Briefing the Board (Annual Conference) The 2014 Briefing the Board Conference was hosted by St Mary’s Anglican Girls’ School and the AISWA Secretariat greatly appreciated the hospitality and support provided by the school and, in particular, the Principal, Mrs Lynne Thomson.
A presentation by Ms Valerie Gould, Executive Director of AISWA, on “The Government’s Education Agenda” started the day with an overview of funding issues and future developments for Western Australian Independent schools.
The second keynote presentation “Fixing the Past or Inventing the Future?” which was delivered by Dr Yong Zhao, Presidential Chair, Institute for Global and Online Education, College of Education, University of Oregon, USA, set the scene for a great day with very fruitful discussions.
A variety of workshops were also held throughout the day, including:
Australian Curriculum Update and WACE Reforms Board Member Basics Cyber Safety Developing the Leadership Team Funding for Independent Schools Governance and Management ICT: Providing Opportunities for 21st Century Learners Industrial Update National and International Trends in Education Nationally Consistent Collection of Data for Students with Disability New Bullying Legislation Policy Development Regulating the Use of Social Media Risk Management (Beginners) School Budgeting and Finance (Small Schools) School Finances School Improvement Tool School Registration Suicide Awareness and Prevention Supporting Adventurous Play Teacher Quality Agenda: A Culture of Continuous Improvement The impact of the National Quality Framework on Schools Use of Social Media in Marketing/Branding World class Education: Educating Creative and Entrepreneurial Students
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AISWA Meetings The AISWA Annual General Meeting was held on Wednesday, 14 May, at St Hilda’s Anglican Girls’ School.
At the AGM, the Annual Report and Financial Statements were accepted, and the election results for positions on the Board of AISWA and the AISWA Education Policy Committee were announced as follows:
Board of AISWA Mr Sam Kronja Dr Alec O’Connell
Legal and Governance Committee Mr Ralph Moore, Methodist Ladies’ College
Following the business section of the meeting, the Hon Peter Collier MLC, Minister for Education, addressed the membership speaking on a range of State education issues.
As is tradition at the end of the school year, certificates of appreciation were awarded to the Principals and School Governors who were retiring from their role.
Certificates of appreciation were sent to the following people:
Lauren Ball, Hensman Street Kindy Simone Barnes, Hensman Street Kindy Mr John Barrett‐Lennard, Swan Valley Anglican Community School Mr Garry Black, The Perth Waldorf School Mrs Pauline Bogle, Geraldton Grammar School Mr Simon Bolitho, John Wollaston Anglican Community School Mr Peter Bracegirdle, John Septimus Roe Anglican Community School Ms Lisa Brazier, Serpentine Jarrahdale Grammar School Trish Brown, Hensman Street Kindy Mr Grant Burgess, St Mark’s Anglican Community School Mr Alan Cadby, St Mark’s Anglican Community School Mr David Cameron, The Quintilian School Ms Angelina Choi, Hensman Street Kindy Ms Stephanie Cremin, Leaning Tree Community School Mr Rex Davies, Woodbury Boston Primary School Mr Andrew de Jong, Rehoboth Christian College Mr John Denholm, Serpentine Jarrahdale Grammar School Mr Rob Devenish, Geographe Grammar School Ms Lynne Dowman, Swan Valley Anglican Community School Dr Andy Foote, Carnarvon Christian School Mr Ronald Gamble, Guildford Grammar School
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Mr John Goodlad, Methodist Ladies’ College Ms Michelle Houwen, Peter Moyes Anglican Community School Mr Alex Hunter, Purnululu Aboriginal Independent School Natalie Jenkins, Hensman Street Kindy Mr Cameron Jones, Tranby College Mr Andrew Kelly, Living Waters Lutheran College Mr Trevor Kershaw, Goldfields Baptist College Mr Michael Kortas, Peter Moyes Anglican Community School Mr Darren Lee, Geraldton Grammar School Mr Stephen Lee, Serpentine Jarrahdale Grammar School Ms Jodie Leigh, Leaning Tree Community School Mr Mark Lewis, Swan Christian College Tammy Maskrey, Hensman Street Kindy Mrs Lyn Miller, Dale Christian School Mr Peter Moore, Swan Valley Anglican Community School Mrs Vanessa Moss, Guildford Grammar School, Mr Craig Muir, Perth College Mrs Elizabeth Parry, St Mark’s Anglican Community School Dr Lesley Payne, Riverlands Montessori School Mr Scott Puzey, Southern Hills Christian College Mrs Susan Shaw, Geraldton Grammar School Mrs Jaime Southam, Geraldton Grammar School Mr Tony Stopher, Serpentine Jarrahdale Grammar School Mr Michael Taylor, Regent College Mr Peter Terpstra, Rehoboth Christian College Prof Sue Trinidad, Penrhos College Mr Renay van der Meulen, Heritage College Perth Mr Anthony Vandermolen, Wulungarra Community School Mr Peter Wagener, Rehoboth Christian College Ms Wendy Watters, Leaning Tree Community School Dr Robert Weedon, Serpentine Jarrahdale Grammar School Mr Athol Wigg, Serpentine Jarrahdale Grammar School A/Prof Trish Williams, Peter Moyes Anglican Community School
Association of Independent Schools of Western Australia (Inc)
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USA and ISTE Conference Study Tour The tour was developed for Principals and ICT leaders wishing to further their personal and professional awareness of current best practice in international ICT education programs. From 23 June – 2 July 2014, delegates travelled to San Francisco to undertake various professional learning opportunities and attend educational briefings, and then to Atlanta for the 2014 International Society for Technology in Education (ISTE) Conference. The AISWA team and teachers from Scotch College and Penrhos College also presented two sessions on ‘Augmented Reality’ at the conference. Throughout, AISWA staff and delegates contributed their new information and reflections via the tour blog.
The study tour provided an insight into the impact of digital technology on the evolving nature of schooling and teaching. In particular, current research was explored to address the profound impact of developments such as schools’ normalised use of the digital, BYOT, the move to a more collaborative mode of teaching and the shift to a networked operational paradigm. Further, the study tour included a showcase of innovative and ICT leading schools together with insights to the future of technology in education when visiting Silicon Valley giants such as Apple, Microsoft, Google and Intel.
The AISWA ICT Study Tour to schools in the USA and the ISTE conference was an extraordinarily informative and professionally rewarding experience. You can view the tour here http://aiswaict.com/
China Study Tour Fourteen school leaders from twelve schools undertook a study tour commencing in Shanghai and then travelled to Hangzhou to engage with school leaders in Xiacheng District. This study tour was a culmination of support from AISWA, Edith Cowan University, The Confucius Institute at University of Western Australia, Zhejiang University and Xiacheng District Education Bureau of Hangzhou. A highlight of the tour was a Principals’ Forum at the Education Centre of Xiacheng District Hangzhou. Speakers from WA and Hangzhou addressed the topic of 21st Century Learning with an audience of 100 local school principals.
Eight WA schools partnered with schools in Hangzhou to establish collaborative partnerships for the foreseeable future. The partnerships have the following areas of agreement;
To establish, where possible, partnership between the two parties as a platform for school exchange and cooperation, To encourage and support communication and partnership between schools in Hangzhou and Western Australia for mutual learning and understanding, To negotiate, where possible, delegations of school leaders and teachers organised by each other and To co‐organise education conferences, forums and other events for the benefit of relevant schools, where possible.
Association of Independent Schools of Western Australia (Inc)
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Representation The Association, through Principals, Board Members of member schools, and members of the Secretariat, represents the interests of schools on a wide variety of committees and consultative groups, including:
Aboriginal Advisory Committee (SCSA) Aboriginal Education and Training Council (AETC) ACARA Board ACARA Curriculum Directors Group ACARA EALD Working Party ACARA F – 12 Curriculum Reference Group ACARA NAPICT Review Committee (ISCA Representative) ACARA Technologies National Panel Asia Education Foundation (AEF) Asthma Committee Australasian Society for the Study of Intellectual Disability Australian Association of Special Education Australian Autism Education Training Consortium Australian Early Development Index – WA Committee Autism Education Interagency Group Active After School AGQTP Career Development Cross Sectoral Working Group Autism Interagency Group Anaphylaxis Management Implementation Group Australian Curriculum Cross Sectoral Steering Group CAMHS Education Operation Steering Group Career Education Association of WA Centre for Schooling and Learning Technologies (CSaLT) Children's Crossing and Road Safety Committee Collaborative Learning Area Group (Languages) (CLAG) Community Services, Health and Education Training Council Board Cross‐Sectoral Attendance Group (Students Whose Whereabouts are Unknown) Curriculum Advisory Council EALD (SCSA) Department of Training and Workforce Development (DTWD) VET in Schools Good Practice Models Working Party ECU Education Advisory Board Education and Mental Health Steering Committee Equal Opportunity Commission Steering Committee for Gender and Sexuality Based Bullying in Schools Equal Opportunity Working group Healthy Start Allied Health and Education Hub Improving School Enrolment and Attendance Through Welfare Reform Measures Innovative Food Design through Food Science Understanding Project Interagency Collaboration Suicide Prevention Group International Secondary Student Exchange Programs Internet Safety
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Kids Matter Law Society ‐FBLEC Education Committee Leading 21st Century schools Mind Matters Murdoch Aspirations and Pathways for University Advisory Board NALP Resource Group NAPLAN Review Panel National Alliance for Remote Indigenous Schools Non‐Government Centre Support Notre Dame Education Advisory Board Norm Hyde Pastoral Care Awards Committee Outdoor Alliance Providing Alternative Thinking Skills Committee Professional Association: Careers Education Association of WA Professional Conduct Committee Public Transport Responsive School Support Project Reference Group Rural and Remote Education Advisory Committee School to Adult Life Transition Interface Committee (SALTIC) School Animal Ethics Committee (SAEC) School Curriculum and Standards Authority (SCSA) and its Committees (including Curriculum and Assessment Committee, Endorsed Programs, Awards Working Party, Expert Measurement Assessment Advisory Group, Equity Advisory Group, Reference Groups and Panels) School Drug Education and Road Aware (SDERA) Strategic Industry Audit of VETiS Operational Reference Group Strong Schools Safe Kids Chief Investigators Committee Sustainable Schools Initiative Teacher Registration Board The Community Service Reference Group UWA Education Advisory Board VET Industry Specific Advisory Group VET Network Australia Veterans' Children Education Board WACE System/Sector group Well‐Being of the Professions Westscheme VET Awards Advisory Committee World Skills WA Regional Committee Youth Attainment and Transitions Committee
Interest Groups While member schools meet only a couple of times during the year at the AISWA Briefing the Board Conference and the Annual General Meeting, there are interest groups which meet on a regular basis. The Curriculum and Re‐engagement in Education (CARE) schools offer education to disengaged students often referred by government agencies. A significant project for the group in 2014 was continuing the development of programs to support schools and this year held the second CARE School Conference in April. Mr Gary Robinson from the Secretariat facilitates this group.
Association of Independent Schools of Western Australia (Inc)
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Small Independent schools face the same challenges as all member schools but often these challenges are increased by the size of the school. The Collegiate group brings the principals of these schools together to discuss issues of significance in the context of their schools. Ms Valerie Gould, Executive Director of AISWA, and Mr Ron Gorman, Deputy Director of AISWA, convene and facilitate the meetings.
Within the membership of the Association there are a number of groupings of schools. The Chief Executive Officer of the Anglican Schools Commission, the Executive Officer of Christian Schools Australia, the Executive Director of Swan Christian Education Association, the Director of Education of the Adventist Christian Schools and a representative of the Baptist Schools Network meet with the Executive Director of AISWA to discuss issues concerning government policy and its impact on schools. The Executive Director coordinates the meetings of this group, or meets with them one on one, as required.
Contacts The Association maintains regular contact with peak organisations including the Western Australia Department of Education (DoE), Department of Education Services (DES), the Catholic Education Office (CEO), the Teacher Registration Board of Western Australia (TRBWA), the Australian Government Department of Education (AGDE) (formerly the Department of Education, Employment and Workplace Relations (DEEWR)) and the offices of the State and Federal Ministers for Education. More recently, there has also been considerable contact with ACARA relating to issues surrounding the new ICSEA scores and reporting of various data sets, including school finances, on the My School website. Commencing July this year Valerie Gould is now the independent school representative on the ACARA Board.
The Chair of the Board of AISWA and the Executive Director maintained regular contact throughout the year with the Hon Peter Collier, State Minister for Education.
Support for Member Schools AISWA provides support for member schools through a partnership with Lavan Legal. Mr Ian Curlewis, Partner, and Mr Michael Jensen, Senior Associate, provide invaluable support to both the Association and member schools.
AISWA continues to extend the range of support services available to members including the 2009 implementation of an external consultants list. This list continues to grow and contains contact details for a number of consultants with a good understanding of the Independent school sector and schools can access the consultants as they need to. This list is available from the members’ section of the AISWA website under ‘AISWA Support Services’, ‘Consultancy Service’.
New Beginnings New AISWA Members: Nagle Catholic College Yiramalay / Wesley Studio School
Membership Fees See Appendix 1 at the end of this report.
Association of Independent Schools of Western Australia (Inc)
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State Issues
School Curriculum and Standards Authority (SCSA) The School Curriculum and Standards Authority replaced the Curriculum Council in 2013.
This agency has functions from Kindergarten to Year 12, related to: the development and accreditation of courses and the standards, assessment and certification of student achievement in the senior years, administration of NAPLAN for all school sectors in WA the provision of a database relating to participation in education, training or employment by students during their school years’
In 2014 for the first time Year 10 students sat the OLNA (Online Literacy and Numeracy Assessment) in preparation for the new WACE (West Australian Certificate of Education) that commences for Year 11 students in 2015. In order for students to graduate in 2016 and beyond, they must pass the OLNA in Year 10, 11 or 12.
Mandatory Reporting AISWA no longer receives funds from the State Government to provide support for schools with Mandatory Reporting, however, AISWA continues to provide this training for its schools. It had been expected that Mandatory Reporting would be extended beyond child sex abuse to cover all forms of abuse but at this stage that legislation has not gone to Parliament.
Teacher Registration Board of Western Australia (TRBWA) The Teachers’ Registration Board of WA was established in December 2012. The role of the Board is to register teachers and perform functions related to that but it no longer has an advocacy or professional learning role. In November TRBWA re‐located from Great Eastern Hwy Ascot to 20 Walters Drive Osborne Park, where they will now share premises with the Department of Education Services, as TRBWA is part of DES, and the Training Accreditation Council.
Department Of Education Services (DES) The Department of Education Services has oversight of the non‐Government sector through the Office of Non‐Government Education (ONGE). AISWA works closely with DES on a number of issues including the registration of non‐Government schools; the revision of State Acts; and, State funding for Independent schools. The State Education Act has seen changes this year some of which will flow onto re‐registration of schools, and will be evidenced in the 2016 school registration standards.
Review of State Funding for Non‐Government Schools Funding for Non‐Government Schools by the State Government is being reviewed, and while this review started in 2014 the outcomes will not be known until 2015, for implementation 2016. The immediate impact of the review for 2015 will be that while Year 7 students are deemed as secondary students the State Government will continue to fund them at the Primary rate in 2015 until the new funding model is implemented.
Association of Independent Schools of Western Australia (Inc)
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National Issues
Federal Government The Australian Education Act was passed in June 2013 and this Act is the legislation under which all schools operate. The Act contains all the funding formulas used to calculate the new funding amounts for schools from 2014 and beyond, and the obligations of schools in receipt of funding. The Act describes the main reform areas (Quality Teaching, Quality Learning, Empowered School Leadership, Meeting Student Need and Transparency and Accountability) which will be the focus of schools’ work over the next few years. During 2014 the Federal Minister for Education, Christopher Pyne, has submitted a number of changes to the Act to Parliament. Of significance is the change to the date that all schools need a School Improvement Plans which was by the start of 2015 and will now not be needed until the start of 2016.
The Federal Government is also reviewing a number of aspects of the new funding model implemented this year, and in particular the loadings for Low SEA Quartiles, Students with a Disability and English Language Proficiency. As these potential changes have budgetary implications any changes would also need to go through the Federal Budgetary processes.
AISWA has been working with the Australian Government Department of Education to ensure all schools get their appropriate per capita grants under the new funding model. This work has included getting the actual 2013 base funding figure as accurate as possible so it reflects the true government contribution to Independent schools in 2013. This process was concluded in August and most schools did receive an increase in funds in the October payment which reflected the final 2014 allocation. These additional funds are now part of all future funding calculations under this model. The current Government has agreed that the current model is in place until 2017 and then recommended that increases in school funding are tied to CPI from 2018 and beyond.
Independent Schools Council of Australia (ISCA) ISCA provides a national presence for Independent schools across Australia. It does this in two ways. The first is direct representation by AISWA’s ISCA representative (Mr Ian Curlewis) and Mr Bill Daniels, Executive Director, ISCA, to the Federal Minister and the Shadow Minister. The Executive Director of ISCA also represents the sector on key working parties and taskforces established by the Standing Council for School Education and Early Childhood. The second strategy is by facilitating membership on the myriad of working parties and taskforces established by the Education Council (formerly SCSEEC) and the Australian Government Department of Education (formerly DEEWR). ISCA has a very limited staff and hence calls on the Executive Directors of Associations of Independent Schools and their staff to provide this representation. The Executive Director, Deputy Director and a number of AISWA Education Consultants represent the sector on these groups.
Association of Independent Schools of Western Australia (Inc)
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Boards Australian Curriculum Assessment and Reporting AGDE Ms Valerie Gould Authority (ACARA) Asia Education Foundation Board (AEF) AGDE Ms Valerie Gould
Assessment and Reporting Literacy and Numeracy Evidence Base ACARA Mr Ron Gorman National Assessment Program Civics and AEEYSOC Mr Ron Gorman Citizenship Review National Online Assessment Committee ACARA Mr Ron Gorman National Assessment Program ICT ACARA Ms Jan Clarke National Assessment Program Science Literacy ACARA Ms Glenda Leslie Writing Marking Quality Team ACARA Mr Ron Gorman
Indigenous Trans Border Attendance Strategy AEEYSOC Mr Greg Wells
Student Welfare/Wellbeing Safe and Supportive School Communities Project AEEYSOC Ms Michelle Bishop
Professional Learning and School Leadership Principal’s Clearing House AGDE Mr Ron Gorman Professional Growth Network AITSL Mr Ron Gorman
Curriculum English as another Language or Dialect (EALD) ACARA Ms Sophia Sabatier ACARA Working Group Curriculum Directors Working Group ACARA Mr Mark Newhouse F – 12 Curriculum Reference Group ACARA Mr Mark Newhouse Senior Secondary Languages Education Research AEF Ms Kate Reitzenstein Project
The Executive Director of ISCA, Mr Bill Daniels, is retiring early in 2015 and the new Executive Director is Dr Yvonne Luxford. Mr Daniels has provided great support for the Independent sector during his 14 years in that position.
Association of Independent Schools of Western Australia (Inc)
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Funding
Federal The new funding model was implemented for all Independent schools in 2014 with the first payments under the model being made in January. Schools did receive a slight variation to payments in July and then more changes in the October payment. For most schools the October payment did deliver an increase over what was expected as a result of the re‐basing of the 2013 financial data. The model will remain in place until 2017 with schools ‘on the model’ receiving an increase each year of 3.6%, plus enrolment changes and a small amount additional each year to reflect the phasing in of the model. Schools ‘off the model’ will receive a 3% increase a year until such time that they reach the model. At this stage the Federal Government is saying that funding after 2017 will be increased only at the rate of the CPI.
For most schools the new model has delivered additional funds so most schools are better off and thus happy with the change. There is still concern that some of the data being used to calculate loadings is quite unstable and while there is a review of some of the loadings no changes are expected in the short term.
State Funding for non‐Government Schools by the State Government is being reviewed, and while this review started in 2014 the outcomes will not be known until 2015, for implementation 2016. In 2015, while Year 7 students are deemed as secondary students the State Government will continue to fund them at the Primary rate until the new funding model is implemented
In December, the State Government announced the funding levels for 2015. This involved an indexation factor of 1.02%.
2015 State Per Capita Grants
Kindergarten (based on Pre‐primary FTE/ State Funding Category Secondary 4 sessions/week) Primary A $2,431 $1,620 $2,460 B $2,800 $1,866 $3,025 C $2,812 $1,875 $3,099 D $2,900 $1,934 $3,190 E $3,043 $2,028 $3,330 F $3,173 $2,114 $3,439 G $3,273 $2,182 $3,564 H* ‐ $4,201 $6,254 I $6,488 $4,326 $6,963
$35,058 ‘High Support Needs’ $14,023 (same rate for both PP FTE/Primary per capita grant and Secondary)
Association of Independent Schools of Western Australia (Inc)
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Australian Curriculum
The AISWA Curriculum team ran 153 professional learning events attended by 2,721 teachers or school leaders during 2014.
Workshops/network meetings conducted by consultants in 2014 Area Number of events Number of teachers Mathematics 13 238 Science 32 475 Humanities 35 967 Technologies 32 300 Arts 14 139 Languages 21 449 VET 3 88 General (Manager) 3 65
A major initiative was a series of PL workshops in Term 1: Assessment and Reporting with Australian Curriculum. Separate workshops were held in learning areas and phase of schooling.
The aims of the workshops were • To be aware of the SCSA reporting requirements • To develop an understanding of assessment practices, including task design, which support the making of grading judgements • To develop an understanding of reporting students achievement in the Australian Curriculum using A‐E grades (or equivalent). • To develop an understanding of how to use the SCSA grading resources. • To develop an understanding of the nature, purpose and uses of the achievement standards in the Australian Curriculum
On evaluations provided by teachers attending 90‐99% indicated that these aims were met mostly or very well.
School visits by consultants in 2014 Area Number of school visits Est. number of teachers Mathematics 10 86 Science 29 60 Humanities 20 259 Technologies 50 100 Arts 43 60 Languages 26 39 VET 81 85 General (Manager) 37 779
With new WACE courses being introduced into Year 11 in 2015, many network meetings, seminars and workshops were held for teachers to collaborate on planning.
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Aboriginal Independent Community Schools (AICS)
There are 14 Aboriginal Independent Community Schools, operating out of 16 campuses, who are members of AISWA. The schools are located in the Kimberley, Pilbara, Murchison, Goldfields and Great Southern areas of WA.
2014 AISWA Support Team for Aboriginal Independent Community Schools This year the support team consultants were based in the Perth office, with a new initiative based in Broome. The consultants were: Literacy: Ms Jill Millar and Ms Kerry Handley, Numeracy: Ms Kim McHugh, and Leadership and Compliance support provided by Mr Greg Wells.
Greg Wells worked primarily with the school principals and governing bodies and assisted them with re‐ registration, school improvement planning, human resources and staffing matters, AITSL standards, NQS implementation and coaching/mentoring.
The literacy and numeracy consultants provided support to schools in a number of ways. These included on‐site visits, email and phone support and the provision of professional learning opportunities. The two literacy consultants introduced “Sharp Reading” and conducted many professional learning workshops with schools. They also participated and delivered presentations in a cross‐sectoral professional learning day at Fitzroy Crossing with AICS staff and the Department of Education staff.
The numeracy consultant, Ms Kim McHugh, has continued to develop and refine the AICS Numeracy Portal. This online resource has proved very valuable for the AICS teachers as they plan, assess, monitor and report on student progress.
Ms Lara Altimira joined AISWA in 2014 but left at the end of the year to take up a position in the Federal Government’s “Good to Great Schools” program. Lara made a valuable contribution to the team.
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Inclusive Education
The Inclusive Education (IE) team at AISWA have focused on two major National projects in 2014; the first being the Nationally Consistent Collection of Data (NCCD) and the second is the More Support for Students with Disability (MSSD) project. The coordinator, and three Inclusive Education Consultants have supported schools in the final year of the MSSD project which provided support in the form of Professional Learning to and school based consultancy regarding the NCCD model and the Disability Discrimination Act (1992) and the Disability Standards in Education (2006). It is compulsory for all Australian schools to participate in the NCCD in 2015, thus it was important to provide support and advice to schools in preparation for the 2015 collection.
The IE team also provided professional learning and support to schools in the areas of Disability, Specific Learning Difficulties, Social Emotional Learning, Bullying, Post School Options, Special Exam Conditions, High Support Needs, Sensory Impairments, Assistive Technologies, Mental Health and Curriculum Differentiation. Mandatory Reporting of Child Sexual Abuse and Child Protection Curriculum Professional Learning and support was also provided to schools both centrally and school based. All support from the IE team is offered to metro, regional and remote schools and the focus in 2015 will be to offer the same level of support to all schools, in conjunction with the AISWA Psychology service which will commence in 2015.
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Industrial Issues
Industrial queries in 2014 covered an extremely wide range of topics including award changes, wages and salaries (particularly with the ending of the 2011 Department of Education Agreement), and qualifications for salary increases. In addition there were many enquiries relating to redundancies, performance management issues and dismissals.
Many schools developed new staff agreements. AISWA provided assistance to schools in the form of professional development sessions with staff, documents that summarised the conditions of the State and Federal Awards for all staff, meetings with Executive staff and Board members and scrutiny of proposed agreements. Schools also raised matters pertaining to family law, constitutions and inappropriate staff or parent behaviour. Constitution changes involved the assistance of AISWA Registration Consultants as well as Lavan Legal. All requests for industrial or legal assistance from Lavan Legal were directed to AISWA in the first instance. Some schools overspent their annual budget and were subsequently invoiced for these amounts.
Award Updates and Salary Increases Schools were advised of all State and Federal Awards updates in line with the changes to the State and Federal Minimum Wage determinations.
AISWA Policy Guidelines and the Webpage Many AISWA Policy Guidelines documents were updated. There were also a number of internal policy updates and the development of new policies in line with current legislation requirements as well as regular updates of the AISWA website.
School Professional Development The Industrial Officer attended a number of regional schools to provide one‐on‐one information for Principals and School Bursars in the areas of industrial issues and Human Resource Management. In addition, professional development programmes in the areas of Educational Leadership were developed and presented. School professional development activities such as ‘Teachers and the Law’, ‘Dealing with difficult employee behaviour’ and ‘The Privacy Act 1988’ were often requested and delivered. This seems to be a growing focus in the Industrial area.
AISWA Weekly Briefing As in previous years, the AISWA Weekly Briefing continues to be a well‐received document by many Principals of member schools. In 2014, 46 editions were published.
Legal Updates The Lavan Legal Updates regarding legislation amendments to Federal and State Acts as well as general advice through the monthly Lavan Legal Employment Snapshot including articles relating to: ‘Employment Snippets ‐ Common Misconceptions’, ‘Implement your Bullying Policy or suffer the consequences’, ‘Redundancy under the Fair Work Commission spotlight’, and Reforms to the Privacy Act 1988, amongst others, were well received by schools. In addition to this, AISWA has been forwarding ISCA Legal updates from DLA Piper on matters relating to Federal issues.
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Literacy
In 2014 there were a large number of literacy professional learning opportunities open to Independent school staff. 470 participants attended the 62 courses and an additional 81 teachers attended English/EAL/D Network Meetings. The five‐day Principals as Literacy Leaders (PALLs) project was again presented by Ms Anne Bayetto and Professor Neil Dempster and 38 participants from 14 schools attended this in 2014. Consultants also presented professional learning for the Christian Schools Association conference in July and at numerous national and some international literacy conferences.
Schools continued to seek consultancy advice on the implementation of the Australian Curriculum: English, inference, oral language, reading, viewing, writing, grammar, spelling and vocabulary development. Both central and in‐school workshops were provided for schools. Dedicated work continues in our CARE schools with consultants providing on‐going support for staff in the area of Literacy and WACE courses.
Servicing our Aboriginal Independent Community Schools (AICS), again, was a high priority. The Literacy Strategy incorporates a dedicated ‘Literacy Block’ and a total of seven consultants visited the schools over the year to work with teachers in‐class and run professional learning after school. Targeted professional learning was provided at a conference in Broome. 92 participants from 11 schools attended the Broome conference. Additionally, a cross‐sectoral literacy PL was held for the first time in Fitzroy Crossing.
Numerous grant projects were also undertaken. These included: • A Programming and Assessment workshop to guide literacy teachers through a backward design planning process that embeds appropriate assessment tools within their English programs. • The training of Literacy consultants as Sharp Reading facilitators. Sharp Reading is an Instructional Reading Process aimed at training teachers in the essentials of reading instruction through short, effective routines. • Scaffolding Adolescent Literacy and the introduction of Scaffolding Adolescent Literacy – VET courses for secondary teachers • Cross‐disciplinary writing projects (with History and Geography) • Specific training for teachers of students for whom English is an Additional Language or Dialect • Work around ‘The Big Six’ of reading (P‐3) and a follow‐on project (HOTT readers) for older readers (3‐6) • The creation of a resource designed to assist teachers and Aboriginal Education Workers collaborate more effectively in the classroom and community. This will be launched at the 2015 Broome conference.
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Numeracy
The main numeracy projects in 2014 addressed the early primary school years. The four day Principals as Numeracy Leaders (PANL) Project, focusing on the big ideas of early number, was conducted in both semesters this year and is now presented exclusively by AISWA Numeracy Consultants. Over 50 AISWA member schools have now participated in PANL.
The Essential Elements of Early Numeracy (EEEN) was presented twice in 2014. This is the fourth year and it is still popular with Early Childhood teachers from PP‐Year 3. There is a lack of Early Childhood Numeracy Professional Learning and this course has helped fill that gap and assist teachers to gain a deeper understanding of Number.
Schools continued to seek consultancy advice on administering and applying the Mathematics Assessment Interview (MAI) and how to implement the Screening and Intervention Resource for Early Number (SIREN). Both central and in‐school workshops were provided for schools.
The Australian MoneySmart Teaching Strategy cross‐sectorial initiative commenced in 2014 and AISWA consultants delivered Workshop 1 to teachers in regional areas, including Albany, Kalgoorlie, Broome and Fitzroy Crossing.
Servicing our Aboriginal Independent Community Schools (AICS), again, was a high priority. The Numeracy Strategy incorporates a dedicated ‘Numeracy Block’ and uses the AICS Numeracy Portal, which provides teachers with support for planning, targeted activities, assessments and tracking student progress. Additionally, well‐spaced, targeted professional learning is provided, as well as in‐class lesson support.
Two small grant projects were also undertaken. The Evernote iPad Project was designed to highlight the effective use of digital portfolios in the classroom, using software that is available on a Mac and a PC platform. The project looked at two teachers, one Pre‐Primary and one Year 4, to spend a Semester creating digital portfolios with their class. The result was highly successful and two very different ways to record student work using the Evernote software.
The second project was to look at quality mathematical task types and to incorporate these into compiling units of work.
Consultants also conducted many workshops, mainly in schools, and included the addressing of the Problem Solving and Reasoning proficiencies and the use of technologies in the classroom, specifically, the iPad. Finally, the consultants collaborated with Dr Paul Swan to publish a cooperative learning book called, “Check the Clues”. This resource will be available, free, for AISWA schools.
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Quality Teacher Agenda
In support of the Quality Teacher Agenda two consultants have continued working with schools as they implement the Performance and Development Framework and the Australian Professional Teacher Standards. Working with school leadership teams as they grow cultures of continual teacher improvement is a key part of this work. Whole staff sessions using the Australian Professional Teacher Standards to build understanding have continued to be popular. National Certification for Highly Accomplished and Lead Teachers continues on from last year and this program is continuing to grow. Strong interest by school leadership teams in how to record the information around individual teacher development and management has been an increasing area of discussion. Information sessions on commercial programs such as Appretio and Ejournal as well as the use of OneNote seem to be promising in terms of meeting the variety of needs of our member schools.
In addition to this work, AISWA has endeavoured to present high quality professional learning opportunities to support school leaders at all levels to lead and manage the complexity of the changing educational landscape. Preparing for the future by building the capacity of existing, emerging and aspiring leaders was the organising thread of the 2014 program. Some of the highlights have been series of workshops such as the Graduate to Proficient and Middle Leaders programs. While the strong registrations for attendance at conferences such as Ms Judy Petch’s presentation of the Classroom Practice Continuum and the Aspiring Women in Leadership Conference are a positive indication that these events met the interest and needs of schools.
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Statistics
(Years K‐7) AISWA MEMBER SCHOOL PRIMARY 34,456 (Source: Department of Education, ENROLMENTS: SECONDARY 48,098 August Census Data 2014) TOTAL: 82,554
Type of School No. Type of School No.
Primary 42 Funding Structure: Secondary 11 Adventist Christian Schools 6 Composite 103 Anglican Schools Commission 11 TOTAL: 156 Catholic 10 Free Reformed School Association 5 Lutheran Schools Australia 2 Metropolitan 110 Nomads Charitable & Educational Fdn 1 Rural 30 Swan Christian Education Association 7 Remote 16 Non‐Systemic 114 TOTAL: 156 TOTAL: 156
Boys: Affiliation*: Secondary 1 Aboriginal Independent 14 Composite 6 Community Schools TOTAL: 7 Adventist Christian Schools 6 Anglican 18 Girls: Baptist 14 Secondary 3 Catholic 12 Composite 7 Christian Education National 13 TOTAL: 10 Christian Schools Australia 14 Churches of Christ 2 Co‐Educational Free Reformed Church 6 Primary 42 Greek Orthodox 1 Secondary 11 Islamic 5 Composite 86 Jewish 1 TOTAL: 139 Lutheran 1 Montessori 12 Rudolf Steiner 5 Schools commencing at 122 Uniting 7 Kindergarten or Pre‐Kindergarten * Some schools are members of more than one group, for example, some Aboriginal Community Schools are members of Schools commencing at Pre‐ 7 the Christian Schools Australia grouping Primary * Not all member schools have a designated affiliation with a faith, philosophy or grouping of schools Boarding Schools 23
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AISWA Member Schools 2014
Al‐Hidayah Islamic School Hale School Port School Alkimos Baptist College Helena College Junior School Presbyterian Ladies’ College All Saints’ College Helena College Senior School Purnululu School ALTA‐1 College Heritage College Quinns Baptist College Aquinas College Hillside Christian School Quintilian School (The) Austin Cove Baptist College Hope Christian College Rawa Community School Australian Christian College‐Darling Downs Immaculate Heart College Regent College Australian Christian College‐Southlands International School of WA Rehoboth Christian College ‐ Kenwick Australian Islamic College (Kewdale) Iona Presentation College Rehoboth Christian College ‐ Wilson Australian Islamic College (North) Japanese School in Perth Riverlands Montessori School Australian Islamic College (Perth) John Calvin Christian College Riverside Community School Banksia Montessori School John Calvin School Albany Rockingham John Calvin School Beechboro Christian School John Septimus Roe Anglican Community Rockingham Montessori School Beehive Montessori School School Santa Maria College Bethel Christian School John Wollaston Anglican Community Scotch College Bible Baptist Christian Academy School Serpentine‐Jarrahdale Grammar School Blue Gum Montessori School John XXIII College Silver Tree Steiner School Bold Park Community School Kalamunda Christian School SMYL Community College Bunbury Cathedral Grammar School Karalundi Aboriginal Education Centre South Coast Baptist College Bunbury John Calvin School Kelmscott John Calvin School Southern Hills Christian College Byford John Calvin School Kennedy Baptist College Sowilo Community High School CAPS Coolgardie Kerry Street Community School Spirit of Play Community School CAPS Kurrawang KIDS Open Learning St Andrew’s Grammar School Carey Baptist College Kingsway Christian College St Brigid’s College Carmel Adventist College Kulkarriya Community School St Hilda’s Anglican School for Girls Carmel Adventist College‐Primary Kwinana Christian School St Mark’s Anglican Community School Carmel School Lake Joondalup Baptist College St Mary’s Anglican Girls’ School Carnarvon Christian School Lance Holt School St Stephen’s School Casa Mia Montessori Landsdale Gardens Adventist School Strathalbyn Christian College Caversham Training and Education Centre Langford Islamic School Strelley Community School Child Side School Leaning Tree Community School Swan Christian College Christ Church Grammar School Living Waters Lutheran College Swan Valley Anglican Community School Chrysalis Montessori School Mandurah Baptist College Taylor’s College Communicare Academy Margaret River Independent School The King’s College Cornerstone Christian College Ltd Margaret River Montessori School The Montessori School, Kingsley Corridors College Mazenod College The Telethon Speech and Hearing Centre Dale Christian School Mercedes College for Children WA (Inc) Damla College Methodist Ladies’ College Thornlie Christian College Divine Mercy College Moerlina School Tranby College Ellenbrook Christian College Mundaring Christian College Treetops Montessori School Emmanuel Christian Community School Murdoch College Trinity College Esperance Anglican Community School Nagle Catholic College Wesley College Esperance Christian Primary School Newman College West Coast Steiner School Foundation Christian College Nollamara Christian Academy Wongutha CAPS Frederick Irwin Anglican School Nyikina Mangala Community School Woodbury Boston Primary School Fremantle Christian College (formerly New Ocean Forest Lutheran College Woodthorpe School Life Christian College) Parklands School Wulungarra Community School Geographe Grammar School Parnngurr Community School Yakanarra Community School Georgiana Molloy Anglican School Penrhos College Yallingup Steiner School Geraldton Grammar School Perth College Yiramalay / Wesley Studio Golden Hill Steiner School Perth Montessori School Yiyili Community School Goldfields Baptist College Perth Waldorf School Grace Christian School Peter Carnley Anglican Community School Great Southern Grammar Peter Moyes Anglican Community School Guildford Grammar School Pioneer Village School
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AISWA Affiliate Members 2014
Adventist Christian Schools (WA) Anglican Schools Commission (WA) Christian Schools Australia (WA) Hensman Street Kindergarten International School, Dhaka Saint Augustine’s Classical Christian College St Francis Methodist School, Singapore St James’ Anglican Community School Swan Christian Education Association Youth Futures
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2014 Financial Report
Audited Financial Statements For the year ended 31 December 2014
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Appendix 1 2015 Membership Fees
Ex GST Inc GST
Schools with 45 students or less $2,600.00 $2,860.00
Schools with 46 to 75 students $2,912.00 $3,203.20
Schools with 76 to 99 students $3,120.00 $3,432.00
Schools with 100 students or more (per capita) $30.31 $33.34
Maximum Subscription $46,430.74 $49,221.05
Catholic Schools $4,924.41 $5,416.85
Affiliated Members $2,041.86 $2,246.05
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