2025 PLO- Catalogue Volume 13 by NSWPPA Professional Learning

NSWPPA PROFESSIONAL LEARNING

https://www.nswppa.org.au/professional-learning

TERM2,2025

MESSAGE FROM NSWPPA PROFESSIONAL LEARNING OFFICER

KeyUpdates:

ArtofLeadership:ANewMilestone!TheArtofLeadershipcontinuestothrive,reachingover250enrolmentsfor2025!Spots remainavailableforSemesterTwoprograms:

MasterclassSydney(limitedspots;requirescompletionoftheArtofLeadershipcourse) MasterclassNewcastle(requirescompletionoftheArtofLeadershipcourse)

Sydney6

Penrith7

Sydney9

Canberra10

WaggaWagga11

Secureyourspothere:ArtofLeadershipRegistration NewProfessionalLearningOpportunities: ClarityLearningSuiteEssentials(12-monthprogram,requiresfullFTETeachingallocation) RegisterviaCVENTLink

ClarityLearningSuite-LeadLearningFacilitatorProgram ExtendedRegistrationuntil4thApril2025 RegisterdirectlyviaCVENT

AMPSeries

ExploretheAMPSeriesfreeforNSWPPAmembers:AccessHere

NSWPPAProfessionalLearningsPodcast: Over2500downloads!AnewinterviewwillbereleasedthisweekwithPresidentMichaelBurgess Accessonyour favouriteplatformorhere

Term2ProgramUpdates:

ClarityEssentials:Details&Registration ClarityLeadLearnerProgram:Details&Registration FranklinCoveyProgramsareoutnow!7Habits|Multipliers|SpeedofTrust|4EssentialRoles TAOofTeams(PresentedbyRobStones):Details&Registration PerformanceConversations(PresentedbyRobStones):Details&Registration ToughConversations:Wednesday,7thMay2025,atUltimoOffice RegisterHere AnxietyProject:Joinfor2025-26;EOIscloseMonday16thJune2025.MoreInfo

HasyourPPCdonetheirGAPanalysis?BookatimewithyourPLOtoreviewyourPPC'sProfessionalLearningneeds: Accessasuitabletime:here Oremail:djanetzki@nswppaorgau

Continuetosupport,empower,advocate,andleadwiththeseexcitingprofessionallearningopportunities! Drew Janetzki

NSWPPAProfessionalLearningOfficer

Professional Learning Course (listed in Alphabetical Order)

Delivery Method

AMP it up

Series On Demand

Art of Leadership Face to Face

Art of Leadership Masterclass

Face to Face

Clarity Learning Suite Face to Face

Clarity Lead Learner Facilitator Face to Face

Clarity Learning Essentials Face to Face

Franklin Covey: 4

Essential Roles of Leadership

Franklin Covey: 7 Habits of Highly Effective People

Franklin Covey: Leading at the Speed of Trust

Face to Face & Online

Franklin Covey: Multipliers Face to Face & Online

Performance & Coaching Conversations Face to Face

REAL Conversations Face to Face

Reflective Supervision Scholarship Face to Face

School Leadership Sprints On-Demand

TAO of Teams Face to Face

The Anxiety Project Face to Face

The Flourish Movement Face to Face

The Middle Leadership Imperative Face to Face

Tough Conversations Face to Face

Working Smart Series Face to Face

Website Link

nswppaorgau/amp-it-up-series

nswppaorgau/art-of-leadership

nswppa.org.au/clarity-learning-suite

nswppaorgau/clarity-learning-suite

nswppaorgau/franklin-covey/4essentials

nswppaorgau/7-habits

nswppa.org.au/leading-at-the-speed-oftrust

nswppaorgau/multipliers

nswppa.org.au/performance-coachingconversations

nswppaorgau/real-conversations

nswppaorgau/reflective-supervision

nswppaorgau/school-leadership-sprints

nswppaorgau/tao-of-teams

nswppaorgau/anxiety-project

nswppaorgau/flourish-movement

nswppaorgau/middle-leadershipimperative

nswppaorgau/tough-conversations

Quick Description (see website for more detail)

On-demand professional learning series exclusive for members

Experiential leadership tailored to principals and school leaders NESA Accredited

Advanced workshop for Art of Leadership graduates

Program developed with Dr Lyn Sharratt focusing on learning outcomes

Facilitator training and support for school leaders

Introductory modular sessions, shortened format

Program developing critical leadership roles

Renowned Franklin Covey personal effectiveness framework

Trust-based leadership development program

Framework focused on multiplying team effectiveness

Workshop focused on productive performance discussions

Program enhancing communication and feedback skills

Scholarship and training on reflective supervision practices

Short, targeted sessions for immediate leadership challenges

Workshop designed to enhance team effectiveness

Support program for student anxiety management

Initiative focused on principal and staff wellbeing

nswppaorgau/working-smart-series

Professional growth program tailored for middle executive (Deputy Principals and Assistant Principals)

Training for managing challenging professional conversations

Productivity enhancement series focused on efficiency

PERFORMANCE & COACHING CONVERSATIONS

“Taking the difficulty out of difficult conversations”

The Essential Roles of

SCHOOLLEADERS SCHOLARSHIP

2025 Cohort 3 scholarship recipient

CONGRATULATIONS

ESTELLE SOUTHALL

PRINCIPAL

HOMEBUSH WEST PUBLIC SCHOOL

PROUDLY SUPPORTED BY

Professional Learning Course (listed in Alphabetical Order)

AMP it up Series On Demand

Art of Leadership Face to Face

Art of Leadership Masterclass Face to Face

Clarity Learning Suite Face to Face

Clarity Lead Learner Facilitator Face to Face

Clarity Learning Essentials Face to Face

nswppaorgau/amp-it-up-series 17

nswppa.org.au/art-of-leadership 9-18

nswppaorgau/art-of-leadership 19-25

nswppa.org.au/clarity-learning-suite 26-35

nswppaorgau/clarity-learning-suite 36-37

nswppaorgau/clarity-learning-suite 38-41

Franklin Covey: 4 Essential Roles of Leadership Face to Face & Online nswppaorgau/franklincovey/4essentials 44-74

Franklin Covey: 7 Habits of Highly Effective People Face to Face & Online nswppaorgau/7-habits 44-74

Franklin Covey: Leading at the Speed of Trust Face to Face & Online nswppaorgau/leading-at-the-speedof-trust 44-74

Franklin Covey: Multipliers Face to Face & Online nswppaorgau/multipliers 44-74

Performance & Coaching Conversations Face to Face

REAL Conversations Face to Face

Reflective Supervision Scholarship Face to Face

School Leadership Sprints On-Demand

TAO of Teams Face to Face

The Anxiety Project Face to Face

The Flourish Movement Face to Face

The Middle Leadership Imperative Face to Face

Tough Conversations Face to Face

Working Smart Series Face to Face

nswppaorgau/performancecoaching-conversations 75-77

nswppaorgau/real-conversations 78-81

nswppaorgau/reflective-supervision 82

nswppaorgau/school-leadershipsprints 83-90

nswppaorgau/tao-of-teams 91-94

nswppaorgau/anxiety-project 97-105

nswppaorgau/flourish-movement 109-118

nswppaorgau/middle-leadershipimperative 119-130

Limit spots selling quickly

Limit spots

New for 2025

Enquiry for your Network/ PPC

Opens Semester 2

New for 2025

Mid Year in take

Enquiry for your Network/ PPC

Enquiry for your Network

nswppaorgau/tough-conversations 133-138 Open/ Enquiry for your Network/ PPC

nswppaorgau/working-smart-series 140-173 Open/ Enquiry for your Network/ PPC

Face to Face programs

PERFORMANCE & COACHING CONVERSATIONS

“Taking the difficulty out of difficult conversations”

On demand programs

M: MINIMISE& MITIGATE

P: PEERSUPPORT

Art of Leadership 2025 Program

31st March

1st April

2nd April

Now Accredited with 45 hours at Lead

The NSWPPA’s signature program designed by school leaders with school leaders in mind.

This is a practical, skill based and experiential program designed to draw on powerful research.

The Art of Leadership is structured upon a leadership effectiveness framework that identifies and builds the capabilities that both school experience and relevant research show to be essential to successful leadership

Leadership of self

The framework assumes that self-leadership is the starting point of all leadership. If we are not leading and managing ourselves with maximum effectiveness, then we will find it difficult to be effective leaders of others.

Leadership of others

The second dimension of leadership is the leadership behaviour that influences and engages others. The leader’s ability to influence the effectiveness of others, and the behaviours they use to gain that influence, are pivotal.

Leadership of teams

The third dimension of leadership is the capability required to create, build and sustain teams. This requires the leader to develop a compelling purpose and thoughtful processes to create groups that can work together with synergy and collaboration.

Leadership of organisations

The fourth dimension of leadership is contextual. In order to be strategic and systematic, leaders must be able to recognise and act upon the patterns and complexities that arise in their work situations.

Program delivery

A 6-day program designed for principals and school executive. The program is delivered in two 3-day phases, with a workplace learning element between the two phases.

The program is delivered in a range of venues, both rural and metropolitan venues across New South Wales.

Each of the above 4 dimensions are explored through activity, discussion and challenge. Significant time is spent on the practice of related skills.

$4200 per participant ex GST

Course Structure

Program delivery

This is a 6-day program designed for principals and school executive. The program is delivered in two 3-day phases, with a workplace learning element between the two phases.

The program is delivered in a range of venues, both rural and metropolitan venues across New South Wales.

Each of these 4 dimensions is explored through activity, discussion and challenge. A significant time is spent on the practice of related skills.

Our Art of Leadership Presenters

Judy Hatswell, Educational Psychologist and Training Consultant. Judy is both a teacher and registered psychologist who has held managerial positions at state-wide and regional levels in student welfare, guidance and behaviour disorders. She is currently working as a self-employed training consultant. Through intensive training programs with a focus on leadership development across organisations, Judy is successfully imparting practical techniques and tools for immediate use to drive behavioural and organisational change.

Cath Whalan is a retired secondary school principal who has extensive experience across a range of NSW public schools and leadership roles. She is recognised as an enthusiastic, committed, and compassionate presenter who understands the importance of positive relationships in leadership, teaching, learning and life. Cath is currently working as a self-employed training consultant.

Duncan Davison is a senior education and sports administration leader with in-depth experience developing and implementing educational and sports programs for public and independent schools in Australia and the US.

Duncan consults with senior leadership teams and teachers across all school sectors, building holistic well-being ecosystems underpinned by evidence based theories and research in neuroeducation.

Duncan is a Board, faculty member and instructor with the William Glasser Institute Australia and currently cofacilitates the 'Art of Leadership Program' for the NSW Primary Principals Association

https://www.nswppa.org.au/art-of-leadership

Art of Leadership 2025 Program

31st March

1st April

2nd April

Now Accredited with 45 hours at Lead

ART OF LEADERSHIP

The NSWPPA’s signature program designed by school leaders with school leaders in mind.

This is a practical, skill based and experiential program designed to draw on powerful research.

Leadership of self

Leadership of others

Leadership of teams

Leadership of organisations and systems

https://www.nswppa.org.au/art-of-leadership

Art of Leadership Masterclass

5 ART OF LEADERSHIP MASTERCLASS 2025

Rob Stones and Judy Hatswell, the dynamic duo behind The Art of Leadership Team, are set to unveil an updated edition of their renowned "Art of Leadership MasterClass" in 2025.

This exclusive MasterClass is specifically tailored for graduates of the original "Art of Leadership" program and spans three intensive days of learning.

Titled "Vibrant Leadership for Complex Communities," this 25-hour MasterClass is limited to 24 participants, ensuring an intimate and immersive experience.

To prepare, participants must dedicate three hours to pre-program reading and reflection activities, setting the stage for an enriching journey of growth and development.

Included in the MasterClass will be:

A deeper exploration of the psychology of internal control;

A more rigorous examination of the implications of internal control psychology for educational leaders;

A ‘Case Studies’ approach to extending the coaching and managing conversation skills of leaders. (Participants will be expected to bring several ‘case studies’ of coaching or managing conversations that they have found challenging)

Some explorations in the management of complexity. Conversations about the nature and value of ‘authenticity’ in leadership;

An exploration of the dimensions of leadership resilience;

An examination of the cultural, strategic and changemanagement practices required to build a ‘culture of collaborative professionalism’ in a school;

An exploration of the practice of autonomy-supportive leadership through the research and writing of Peter F. Drucker and Edward L. Deci.

Art of Leadership Masterclass

The skills and strategic practices required of this approach to encouraging generative teacher learning and professional growth will be compared and contrasted to a more commonplace ‘measurement and accountability’ approach.

The Elements of this 3 -day program are:

The emotional brain and the practice of leadership; Advanced practical skills for leadership self-management, based on the ideas of Dan Siegel, and the latest neuroscience research. The use of narrative in the repertoire of leaders: practices that help the leader to influence the culture of the school, and create clarity of purpose in a highly effective but subtle way.

The methodology of the MasterClass will be similar to that used in the AOL program, with all learning presented in an experiential genre.

Cost: $2800 per participant (ex GST)

All payments must be made on registration using Pcard or credit card.

31st March to 2nd April ,2025

23rd -25th June 2025

ART OF LEADERSHIP MASTERCLASS TEAM

Judy Hatswell, Educational Psychologist and Training Consultant.

Judy is both a teacher and registered psychologist who has held managerial positions at state-wide and regional levels in student welfare, guidance and behaviour disorders. She is currently working as a self-employed training consultant. Through intensive training programs with a focus on leadership development across organisations, Judy is successfully imparting practical techniques and tools for immediate use to drive behavioural and organisational change.

b Stones has been a successful leader and dership coach for four decades. After 21 years a School Principal, he is now regarded as an uential executive coach, leadership educator, d workshop presenter. Rob’s workshops are all rmed by his deep knowledge of human haviour and motivation, and by his ability to ise and teach effective strategies that enhance practice of leadership. He has designed and sented more than two hundred executive rning programs and is the author of four books eadership-related topics.

Testimonials

Emailed feedback from a participant in 2024

"I have been teaching for 31 years and this training is hands down the BEST I have ever participated in. On a professional level, I feel so much more stable and feel stronger to tackle the 'hard tasks'. On a personal level I am filled with joy and feel so much lighter." I just want to bottle your knowledge and advice and keep it forever. I can't stop thinking about all of the learning and how it can be utilised. And the deep connections we have made are enormous."

Feedback from a participant in 2014

“It was a highly meaningful and engaging program that supporting learning in areas of leadership that had never been touched before. Narrowing the gap between theory and practice/implementation has been the most powerful part of the program. Practicing skills and having feedback and discussion around the skills was very powerful. It has been the best leadership training I have ever engaged in”

Testimonials

Emailed 25th September 2024

Good evening, Judy and Duncan,

First of all, I would like to thank you both for delivering such an exceptional set professional learning over 6 days. It’s always a bit of a worry wondering if the number of days is worth it or too much. You provide an exceptional blend of theory, strategies and practical applications that the days fly by so quickly. I was enthralled from start to finish- every day. There was not one moment where I felt I needed to check in with my school and in fact was annoyed by any interruptions.

A principal mentor of mine told me when I was seeking my first principalship that AOL would be incredible learning and they were definitely right. I have been waiting, wanting to participate for 7 years and never in a position to do so. I was a little worried that it wouldn’t live up to my expectations but I must say it surpassed them. My only complaint is that I wasn’t able to do it earlier!! I have learnt so much and was able to actively reflect on real life experiencesoften wishing I knew these tools/strategies beforehand as it would have saved me a lot of hard work, stress and upset! I will definitely be speaking positively and encouraging everyone I know to seek it out. I wish I had a larger school with a larger budget but will be content with slowly building staff capacity. I have already asked my most senior AP to register for 2025 and am excited about sharing her journey.

Once again, thank you immensely. Everything resonated and made sense to me. I’ve often felt an outsider in many respects as a principal and constantly try to justify why I have certain beliefs. Now, I know the theories and underlying research that match my beliefs. I’m very excited and motivated to continue my journey at my Public School to be the best school we can be with the best people.

THE CLARITY LEARNING SUITE

The online Professional Learning within the CLARITY Learning Suite is based on Lyn Sharratt’s text “CLARITY - What Matters MOST in Learning, Teaching and Leading”.

#1 selling APAC Education Title in 2020 - Sage Publishing.

The CLARITY Learning Suite is a powerful on-line professional learning experience that will touch system and school leaders and teachers across the globe.

The focus is on building teacher and leader capacity to increase student achievement and growth in an ongoing, sustainable way. Lyn and her team of collaborators - Sue Walsh, Australia, Maggie Ogram, New Zealand, Mike Ogram, New Zealand, Jim Coutts, Canada, developed CLARITY Learning Suite (CLS) for system and school leaders, and for practitioners to personalise their learning.

Begins with and continually returns to its foundation: Parameter #1: Shared Beliefs and Understandings – all children can learn, all teachers can teach –given time and the right support; high expectations and early and ongoing intervention are critical; and leaders, teachers and leaders can clearly articulate why they lead, teach, and learn the way they do; Ensures the focus is on students’ learning through evidence-proven assessment and instructional approaches. Parameters 3 and 13;

https://www.nswppa.org.au/clarity-learning-suite

Alignment of the CLARITY Learning Suite with the Plan for NSW Public Education Alignment of the CLARITY Work (Sharratt, 2019) with the Explicit Teaching Model

Weblink:

https://cls1.claritylearningsuite.com.au/alignment-of-the-clarity-work-with-theexplicit-teaching-model/?nswppa=webinar082024

https://www.nswppa.org.au/clarity-learning-suite

TO DISCOVER MORE ABOUT THE CLARITY SUITE, TUNE IN TO OUR PODCAST FOR DETAILED INSIGHTS LISTEN NOW

Dr. Lyn Sharratt, an accomplished educator, researcher, and author, leads the doctoral internship program at the University of Toronto's Ontario Institute for Studies in Education. With extensive experience in various educational roles across Ontario, including superintendent and curriculum leader, Lyn has taught students of all ages and backgrounds. She is renowned for her collaborative work with leading educators, resulting in influential texts such as "CLARITY: What Matters MOST in Learning, Teaching and Leading." Lyn's consulting engagements worldwide focus on implementing effective strategies to improve student achievement, with documented success in peer-reviewed journals and international conferences.

https://www.nswppa.org.au/clarity-learning-suite

Engages learners, teachers and leaders in reflection and data-wise decision-making to put FACES on data and take action (Parameter #6); Provides a scaffolded model of Professional Learning for participants to collaborate and learn together with a nominated ‘Learning Leader’. The CLS notion of ‘Learning Leaders’ is a key feature to build and ensure sustainable leading and learning;

Focuses on a culture of learning to create shared responsibility and accountability for students’ growth, attainment and wellbeing (Parameter #1#4 #6 #14);

Enables participants to work through the CLARITY text on Learning, Teaching and Leading in 12 Modules, each Module having several Sessions. Sessions take approximately 60 minutes to complete and 30 minutes for follow-up personalised learning.

Affords educators the opportunity for ongoing Professional Learning withinin groups, across-groups and individually; CLS maximises opportunities for those in small, remote or isolated communities to be involved in collaborative Professional Learning 24/7;

Requires participants to make a 12 month commitment to the Professional Learning;

Entitles participants to renew their CLS Learning Membership annually after the initial 2 years, retaining access to notes, revisiting sessions and maintaining and growing purposeful contacts with others in the Membership Forum. This extended Learning Membership is another measure of CLS’ commitment to sustainability of the ongoing learning gained.

https://www.nswppa.org.au/clarity-learning-suite

Learning Modules and Sessions:

Each Module provides the structure to unpack the CLARITY Learning Suite in learning, teaching and leading

All Modules contain a series of Sessions that focus on specific themes

The conclusion of each Module calls participants to Commit to Action

What to expect in a Session

Flexibility for self-paced learning determined by the group or the individual. Sessions vary in length from 20 - 60 minutes.

Professional Learning provided by the CLARITY Learning Suite collaborative team.

Guidance through the research-based 14 Parameters Framework for School and System Improvement unpacked by Lyn Sharratt and the CLARITY Learning Suite Team.

Contributions from researchers and practitioners world-wide.

Access to all resources of the CLARITY Learning Suite. These include videos, presentation slides, Learning Leader Notes, Processes for collaboration, templates, articles, case studies.

A set structure to maximise the support of professional learning.

An emphasis on all participants owning their on-going learning that can be actioned in each participants context.

Reflective Journalling, Quizzie Questions to check for understanding and Preparation for the Next Session.

https://www.nswppa.org.au/clarity-learning-suite

NSWPPA Exclusive 2024 Rates

1-4 participants per school

5-19 participants per school

20+ participants per school

Rate per participant to Clarity Learning Suite ex GST

$799

$749

$699

PLEASE NOTE THE FOLLOWING INFORMATION:

NSW Public Schools receive the discount for registering all participants at the same time.

NSW Public Schools can bulk register up to 30 participants at a time, please make contact if you require a bigger purchase.

Discounts will apply after purchase is made

See some suggestions to assist your school if you are completing a bulk registration on website.

Alignment of the CLARITY Work (Sharratt, 2019) with the Explicit Teaching Model

This document is based on research by Dr. Lyn Sharratt (Corwin Press, 2009-2022). The focus of Sharratt’s work is on building teacher and leader capacity to increase all students’ growth and achievement in an ongoing, sustainable way.

The 14 Parameters of System and School Improvement are at the core of Sharratt’s CLARITY Research.

The following shows the alignment between Explicit Teaching and Sharratt’s research, as a Practitioner, captured in the texts “CLARITY: What Matters MOST in Learning, Teaching and Leading” Corwin, 2019, and “Putting FACES on the Data: What Great Leaders and Teachers DO!” Corwin, 2022.

Background

All of the Sharratt work referenced in this paper (and in the CLARITY Learning Suite) is embraced in the NSW document regarding Explicit Teaching. In fact, across the globe, the CLARITY work reflects every document written about ‘Back-to-Basics: Explicit Teaching’. Alignment

The NSW Explicit teaching model (below) will be compared to Sharratt’s evidence-based research. This is compelling, rather than competing, justification for the most effective, current teaching and learning approaches to ensure ALL students move from engagement to empowerment, which firmly includes the 14 Parameters, and the Assessment Waterfall Chart discussed in this paper (N. Marden, 2024).

Reference will be made to two Conceptual Frameworks (Sharratt, 2015, 2016, 2019, Sharratt and Fullan 2022):

1. Figure 1.1: The 14 Parameters

The body of work on System and School Improvement is evidenced-proven research that Dr. Lyn Sharratt and Dr. Michael Fullan, both from the University of Toronto (OISE), have done from 2002-2022. The Conceptual Framework follows.

2. Figure 1.2: The Assessment - Instruction Waterfall Chart (AWC)

The following Conceptual Framework (Figure 1.2) displays ‘Formative Assessment that Informs Explicit Teaching’ and is the evidence-proven research of Sharratt, 2015-2024.

NSWPPA Exclusive 2024 Rates

1-4 participants per school

5-19 participants per school

20+ participants per school

Rate per participant to Clarity Learning Suite ex GST

$799

$749

$699

PLEASE NOTE THE FOLLOWING INFORMATION:

NSW Public Schools receive the discount for registering all participants at the same time.

NSW Public Schools can bulk register up to 30 participants at a time, please make contact if you require a bigger purchase.

Discounts will apply after purchase is made

See some suggestions to assist your school if you are completing a bulk registration on website.

https://www.nswppa.org.au/clarity-learning-suite

Registerdirectlyvia:

https://www.nswppa.org.au/clarity-learning-suite

2025 FRANKLIN COVEY PROGRAM

Monday, 6 May Multipliers 1-Day Face-to-Face & Online Delivery

Monday, 28 July

Monday, 15 September

Mon 23 June –Tue 24 June

Habits

Tue 29 July –Wed 30 July The 7 Habits of Highly Effective People® 2-Day Face-to-Face & Online Delivery

Thu 15 May –Fri 16 May Leading at the Speed of Trust 2-Day Face-to-Face &

1 July –

2 July

Thu 17 July –Fri 18 July

Tue 1 July –Wed 2 July

nswppa.org.au/multipliers

PPCS Involved: Many

$1,060.00/participant Includes 7Habits Participant Kit

Recommended Reading: Dr Stephen R Covey’s book, The 7 Habits of Highly Effective People, continues to be a bestseller for the simple reason that it ignores trends and pop psychology and focuses on timeless principles of fairness, integrity, honesty, and human dignity

Proven Evidence

Coaching Program Available Latest Coverage Podcasts & Webcasts

The research and evidence surrounding The 7 Habits of Highly Effective People strongly supports their validity in enhancing personal and interpersonal effectiveness within work teams and work cultures Whether in individual behavioural change, leadership development, team dynamics, or educational outcomes, The 7 Habits have demonstrated a positive impact across various settings Latest research states that employees that are actively practicing the 7 Habits are more likely to be rated as high performers, and are more engaged than those who don’t

For further reading and detailed case studies, exploring works published in journals like the Journal of Applied Psychology, International Journal of Business and Management, as well as FranklinCovey’s own case studies, can provide a deeper insight into the impact and outcomes that can be achieved. To take this one step further, rigorous research data on the Leader in Me program that provides a simple framework to teach the 7 Habits to students, demonst the impact of sustained implementation and practice within a school setting

www.nswppa.org.au/7-habits

Renowned as the world’s premier personal leadership development solution, The 7 Habits of Highly Effective People®: Signature Edition 4.0 aligns timeless principles of effectiveness with modern technology and practices, equipping learners with foundational soft skills that are critical in an educational setting, such as emotional intelligence, proactive problem-solving, and self-leadership

No matter how competent a person is, they will not have sustained or lasting success unless they are able to effectively lead themselves, influence, engage and collaborate well with others, and continually improve and renew their own capabilities. These elements are at the heart of an individual’s personal effectiveness, as well as that of teams, from Principals through to teachers and school staff, as well as whole school effectiveness and culture

The 7 Habits of Highly Effective People®: Signature Edition 4.0 develops leadership effectiveness at three levels throughout your school:

1. INDIVIDUAL

• Develop increased maturity, greater productivity, and the ability to manage one’s self more effectively, despite multiple outside influences

• Execute critical priorities with laser-like focus and be able to carefully plan for continual focus in all areas of your life

2. TEAM

• Increase team engagement, morale, and collaboration.

• Improve communication skills and strengthen relationships

• Help your staff reconnect with their collective purpose to engage and develop your students

3. WHOLE SCHOOL

• Create a framework for developing core values and creating a highly effective school culture

• Develop leaders throughout your school who model both character and competence

Face to Face & Online delivery

2025 Program dates:

2 day course structure

Monday 23rd June

Tuesday 24th June

Tuesday 29th July

Wednesday 30th July

3.30pm - 4.30pm Sydney Time

www.nswppa.org.au/7-habits

$1,060.00 (ex GST) per participant

Includes 7 Habits Participant Kit

One of the most compelling books ever written, The 7 Habits of Highly Effective People, has empowered and inspired readers for over 30 years It’s also played a part in the transformation of millions of lives across all age groups and professions.

No matter how competent a person is “in a world of change, disruption, chaos and relentless uncertainty, people are craving an anchor point, a set of constructs that will give them guidance in the face of turbulance” - Jim Collins wrote this statement in reference to the 7 Habits 10 years ago, although it could have been written at any point in time since

Personal and interpersonal behaviours of effectiveness, are perhaps needed even more today, than ever before, especially for educators when such a huge part of their role is guiding and supporting our youngest generation

Research shows that teacher’s are feeling more overwhelmed and burnt out than ever before. By embracing the 7 Habits, they are rediscovering their purpose, and learning how to prioritise their own wellbeing, so that they can be more effective in guiding our next generation.

www.nswppa.org.au/7-habits

COACHING

Strong school culture starts at the top, and those leaders influence the rest of the school. Principals that engage with, or offer coaching support to their executive staff, understand the importance of investing in high-potential for an overall influential and impactful school environment

Make sure leaders sustain or transition into their roles successfully with coaching.”

Franklin Covey

Though often underestimated and underutilised, coaching is the key to effective school improvement, including implementing SEL. FranklinCovey Coaching provides three types of coaching services to K-12 schools Implementation of education solution Leader in Me, Executive, and/or Leadership Transition.

As schools become the front lines of addressing challenges that extend far beyond academics, they are increasingly turning to social-emotional learning (SEL) for research-based solutions. Unfortunately, many regions and schools struggle to implement SEL in a way that meets their greatest needs

The 7 Habits one-on-one coaching will equip Principals with the tools to lead with awareness of self and of others, for a truly impactful experience.

What is Leader in Me?

Based on The 7 Habits of Highly Effective People, Leader in Me is an evidence-based PK–12 model, developed in partnership with educators, designed to build resilience and leadership in students, create a high-trust culture, and help improve academic achievement. This model equips students, educators and families with the leadership and life skills needed to thrive, adapt, and contribute in a dynamic world.

Whole School Model

Leadership is not just learned in a classroom. Research supports that students learn critical life skills through seeing leadership modeled, having opportunities to lead their own projects, and being part of a school culture that affirms the potential of everyone to lead. This comprehensive approach equips every staff member in your school and a student leadership team to create a culture of leadership.

Flexibility

Leader in Me is implemented through a series of staff professional development sessions, annual ongoing coaching, and a simple to use online platform with a curriculum designed to make it easy for teachers to use and implement

Implementation Options:

• Live Onsite

• Live Online

• On Demand (self-paced online trainings)

Leadership & Life Skills

Leader in Me can help with current educational challenges and more:

Educator Efficacy

Student Leadership

Family Engagement

Student & Staff Wellness

Change Management

School Culture

Goal Setting & Achievement

Online Program Commences in Term 1

Participants to date

110

Proven Evidence

Coaching Program

Available

Latest Coverage Podcasts

In her research, Liz Wiseman made a crucial discovery: There’s far more intelligence and energy inside teams than we realise, and a Multiplier leader is key to unlocking these capabilities Even with the best of intentions leaders may accidentally be diminishing the people around them Accidental or not, the impact on their team is the same - Diminishers only get 1/2 of the true brainpower of their people, whereas Multipliers unleash the true potential of everyone on their team

Educational Leaders who are weighed down by the enormous challenges within their schools, often feel the weight of having to do more with less, when sometimes it is just about amplifying the smarts and capabilities of the people they already have on their team. Understanding how, is the culmination of Liz’s research

www.nswppa.org.au/multipliers

What’s holding your team back from better results?

Even with the best of intentions, under pressure Princ and School Leaders can inadvertently be shutting do intelligence and capability of their team Principals ar to deliver results, regardless of a school's circumstan

Some of the challenges they may be grappling with a

• We can’t expand our team, but we need to achiev

• We need everyone’s best, but staff and teachers a and already feeling overwhelmed.

• We’re okay today, but are we ready for what tomorrow will bring

• We have great talent, but they’re not engaged or motivated.

In these circumstances, Principals need their teams to bring their best selves to work - to innovate, to solve problems, to deliver results and to be excited and engaged as they do so

Introducing Multipliers: How the Best Leaders Ignite Everyone’s Intelligence

FranklinCovey has partnered with Liz Wiseman to develop a new solution that enables leaders to become Multipliers who understand how to:

• Access and use the untapped capabilities on their teams.

• Rekindle energy and enthusiasm as teams achieve stronger results.

• Innovate by encouraging new and bold thinking

• Break through to new levels of performance by amplifying people’s intelligence.

www.nswppa.org.au/multipliers

Face to Face delivery & Online delivery

NSW PPA Ultimo Office

Dates: 2025

Monday 6th May

Monday 28th July

Monday 15th September 8.30am - 3.30pm

$882.00 (ex GST) per participant

Included Multipliers

Participant Kit

Face-to-Face Course Structure

Content Structure

HOW DO I BECOME THE LEADER EVERYONE NEEDS?

Event Status Session Times

The Multiplier Effect Session 1 8:30am-9:30am

Ask Better Questions and Look for Genius Session 2 9:30am- 11:00am

Break Recess 11:00am- 11:20am

Create Space for Others Session 3 11:30am- 12:40pm

Break Lunch 1:00pm- 1:25pm

Offer Bigger Challenges and Multipliers in Action Session 4 1:25pm- 2:25pm

Break Afternoon break 2:25pm-2:45pm

Recap on how you are bringing Multipliers into your school? Session 5 2:45pm-3:10pm Closure 2:45pm-3:10pm

https://www nswppa org au/multipliers www

COACHING

A multipliers tool to transform your leadership

Through FranklinCovey coaching, Principals learn to shift from a mindset of diminishing returns to one of exponential growth, multiplying the collective intelligence of their executive, administrative and teaching staff.

By developing the skills of a Multiplier leader, Principals can create high-performing teams that are adaptable, resilient, and capable of driving significant cultural change within a school.

Apply via EOI: nswppa.org.au/franklincoveycoaching

Podcasts in Partnership:

Steps to Success: An Insightful Discussion with Deborah Hannon

To listen click here

Creating a High-Trust School Environment with Terry Fisher

To listen click here

Liz Wiseman Maximising Educational Impact: Multiplier Leadership and Empowering School Systems

To listen click here

61%

Employees who trust their leader, are 61% more likely to stay.

90%

Colleagues working in a high trust group, experience 90% more joy.

Participants to date 481

Recommended Reaching:

PPCS Involved: Many

Face to Face $1,159.00 ex GST per participant Includes Speed of Trust Participant Kit

Over two million copies sold Stephen M. R. Covey shows how trust-and the speed at which it is established with clients, employees, and all stakeholders--is the single most critical component of a successful leader and organisation

Proven Evidence

Coaching Program Available Latest Coverage Podcasts

Who do you trust? A friend? A work associate? Your boss? Your spouse? A parent? A child? Why do you trust this person? Now consider an even more provocative question: Who trusts you? People at home? At work? Someone you just met or someone you have known for a long time? What is it in you that inspires the trust of others?

Most of us tend to think about trust in terms of character, of being a good or sincere person. But trust based on only character is a myth. Trust is a function of two things:

• Character your integrity, motive, and intent with people

• Competence your capabilities, skills, results, and track record

While it may come more naturally for us to think of trust in terms of character, it’s equally important that we also learn to think in terms of competence. Recognising the role competence helps us identify and give language to underlying trust issues we otherwise can’t put a finger on

Trust is Vital for High-Performing School Teams

Water is the vital substance that sustains all life on this planet. When it’s there, everything flourishes and grows When it’s not there, everything withers and dies The same is true for trust. Where there is no trust, relationships decay, communication and collaboration stop, people disengage or leave, initiatives under-perform, and work grinds to a crawl

Get Results and Inspire Trust

Like a ripple in a pond, trust begins with you

Principals and School Leaders who attend the highly interactive Leading at the Speed of Trust 3 0 work session will learn how to increase their personal credibility and practice specific behaviours to increase trust As a result, they will be able to better manage change and lead highperforming teams that are agile, collaborative, innovative, and engaged

Principals and School Leaders learn to apply and sustain a new language and set of behaviours They learn how to uttilise the powerful tools and processes to sustain their learning and engage their teams in a way that increases commitment and accountability

PROBLEM

• Your team isn’t communicating

• Deadlines are being missed and as a result, your team’s reputation is suffering

• There is a lack of consistent language and training.

SOLUTION

• An increase in trust leads to an increase in communication

• Managers are given the tools to teach, succeed, and keep the team on task

• Sustained learning results in better performance

Face to Face & Online delivery

2025 Dates 2 day course

Term 2

Thursday 15th May

Friday 16th May

Term 3

Tuesday 1st July

Wednesday 2nd July

8.30am - 3.30pm

Sydney Time

https://www.nswppa.org.au/leading-at-the-speed-of-trust

$1,159.00 (ex GST) per participant Included Speed of Trust Participant Kit

Trust is a function of two things: Character and Competence

When trust is low, people become suspicious, guard communication, speculate, and disengage. As a result, productivity grinds to a crawl, and costs increase We call these trust taxes.

When trust is high, people become confident and communication, creativity, and engagement improve. As a result, productivity speeds up and costs decrease. We call these trust dividends.

Leading at the Speed of Trust helps leaders strengthen their trust signals to convert trust taxes into trust dividends and propel their team further, faster.

61%

Employees who trust their leader, are 61% more likely to stay.

90%

Colleagues working in a high trust group, experience 90% more joy.

www.nswppa.org.au/leading-at-the-speed-of-trust

COACHING

ART OF LEADERSHIP MASTERCLASS TEAM

Trust is today’s currency - and everything a Principal or School Leader says and does affects the level of trust on their team

In a world where trust has been eroded in every facet of life, being able to build trust within a school culture is imperative for creating an environment where everyone feels seen, heard and understood and where everyone belongs and feels safe.

Through Coaching, Principals and School Leaders will learn how to authentically use the 4 Cores of Credibility and the 13 Behaviors® of High Trust in every engagement, to create a high trust and inclusive culture within their school, where everyone is inspired to bring their best self to work everyday.

The Essential Roles of

The world is changing at an unprecedented pace Every day Principals and School Leaders are making countless decisions and facing problems they’ve never encountered before What worked yesterday can change overnight The speed is relentless, the stakes are high, but the rewards are great for those who can lead a team to consistently achieve.

So how can leaders stay ahead of the curve and differentiate themselves and their teams when so much is changing so quickly?

Even in the most turbulent times, there are four roles leaders play that are highly predictive of success We call them essential, because as leaders consciously lead themselves and their teams in alignment with these roles, they lay the foundation for effective leadership

1 Inspire Trust: Be the credible leader others choose to follow—one with both character and competence

2 Create Vision: Clearly define where your team is going and how they are going to get there.

3. Execute Strategy: Consistently achieve results with and through others using disciplined processes.

4. Coach Potential: Unleash the ability of each person on your team to improve performance, solve problems, and grow their capability and future potential

Tuesday

Wednesday

Thursday

Friday

https://www.nswppa.org.au/4essentials $1,108.00

FranklinCovey coaching will equip Principals with the tools and strategies to excel in four key roles: Executor, Innovator, Strategist, and Relationship Builder.

Through coaching, Principals learn to balance these roles effectively, inspiring and empowering their teams to achieve outstanding results.

Podcasts in Partnership:

Steps to Success: An Insightful Discussion with Deborah Hannon

To listen click here

Liz Wiseman Maximising Educational Impact: Multiplier Leadership and Empowering School Systems

To listen click here

NSW Educator Perception Study Results

During the NSWPPA Primary Principal’s Conference in October, FranklinCovey Education undertook a survey to gain the perception of NSW Educators (and in particular Principals), into some of the areas they have found challenging during the 2024 school year, compared to the 2023 school year

While I am sure the results won’t surprise you, the areas that Principals indicated were their greatest challenge were:

Teacher well-being - with 24% of the vote

Student’s disruptive behaviour - with 22% of the vote

Teacher burnout - with 16% of the vote

With Teacher burnout and well-being both being rated as more than 50% worse in 2023, than in 2024

Other options provided within the survey made up the remainder being students’ engagement in their learning, students’ respect for others, and then teacher leadership opportunities, rating the lowest - with only 5% of Principals indicating this was a challenge.

When asked how confident Principals were on being able to make significant improvements to their greatest challenge in 2025, an overwhelming 63% indicated they were somewhat confident, although anecdotally, feedback was that this was based on hope

Other anecdotal feedback shared aligned very closely with our global research in this area, and that was surrounding the changes in societal and generational expectations and perceptions With more families and caregivers suffering from greater anxiety, stress and burnout, the impact of this is often felt by teachers who are navigating the resulting heightened emotions, within their daily interactions with families and caregivers

Thank you to all who contributed to this survey, and if you would like to receive some resources to support your school challenges in 2025, please contact Claire Banks at FranklinCovey Education on claire banks@franklincovey com au or via phone on 0401 445 266

Congratulations to the winners of our Book Packs:

Andrew Hooper - Emu Heights Public School

Belinda - Bowning Public School

Matt Bradley - Mayfield West Demonstration School

Neralie Chappell - Peakhurst South Public School

Amanda - Koonawarra Public School

FranklinCovey aspires to be the most trusted leadership company in the world.

Within FranklinCovey Education, everything we do is designed to help schools succeed in three key areas.

We are proud to be professional learning partners with the NSW Primary Principal’s Association, to bring the following world class content areas to Principals and School Leaders across NSW.

The 7 Habits of Highly Effective People Multipliers

Leading at the Speed of Trust

The 4 Essential Roles of Leadership

Leadership Modular Series

We build leaders at all levels, from the classroom to the boardroom.

Why FranklinCovey?

160+ Countries Served by FranklinCovey

Why does this matter? - Our content is truly global, it transcends cultures, religions and socio-economic backgrounds, because it is based on universal and timeless principles of effectiveness.

$200m+

USD Invested in Global Research and Development

Why does this matter? - We continue to deeply research and investigate global issues. We develop and improve our content to meet and overcome the challenges people are experiencing now, so that we can prepare the leaders of today, tomorrow and the future

8,000+

Schools implementing Leader in Me and other FranklinCovey Solutions

Why does this matter? - At the heart of what we do, are timeless principles of effectiveness. When implemented within a school environment we see greater collaboration and empathy, the creation of a safe environment where everyone belongs and everyone’s voice is valued and heard, and greater academic results are achieved due to students owning their own learning.

Why FranklinCovey?

35+

60m+

Years as one of the most trusted leadership companies in the world

Why does this matter? - We strive to live and embody our material, and produce the best content for our clients to really help them with their current and future needs. When you look at this from a year-on-year perspective, we are succeeding.

Books sold globally

Why does this matter? - Our books are accessible to everyone and are designed to help every individual improve and change ineffective behaviours to become more effective in their pursuits The reason they continue to be rated as some of the top selling books, is due to reputation and wordof-mouth referrals.

24 Languages supported globally

Why does this matter? - We truly are a global company. Many of the examples within our programs come from our global partners Being able to translate into local languages, makes our world class content accessible and relatable for all

2025 FRANKLIN COVEY PROGRAM

Monday, 6 May Multipliers 1-Day Face-to-Face & Online Delivery

Monday, 28 July

Monday, 15 September

Mon 23 June –Tue 24 June

Habits

Tue 29 July –Wed 30 July The 7 Habits of Highly Effective People® 2-Day Face-to-Face & Online Delivery

Thu 15 May –Fri 16 May Leading at the Speed of Trust 2-Day Face-to-Face &

1 July –

2 July

Thu 17 July –Fri 18 July

Tue 1 July –Wed 2 July

nswppa.org.au/multipliers

NSW Educator Perception Study Results

Congratulations to the winners of our Book Packs:

Andrew Hooper - Emu Heights Public School

Belinda - Bowning Public School

Matt Bradley - Mayfield West Demonstration School

Neralie Chappell - Peakhurst South Public School

Amanda - Koonawarra Public School

PERFORMANCE & COACHING CONVERSATIONS

“Taking the difficulty out of difficult conversations” with Rob Stones

Robalwaysfocusesonthestrengthsofthe membersoftheteamandencourages individualstobringoutthebestineachother.

Asanewly-appointedPrincipalIhave personallyvaluedRob'ssupportandcoaching, aswellashisexperienceandwisdomatthis stageofmyownleadershipjourney.”

BelindaLeavers Principal,LoganleaHighSchool.

“Robisasuperbpresenter,ensuringthat everyoneinhisgroupgainsmaximum learningfromtheexperience.Heusesa varietyofprocessesandcatersforall learningstyles.Irecommendhimassomeone whoteachesinsuchawaythatpeople consistentlylearnfromhim.”

BetteBlance

BetteBlance&Associates PresidentWilliamGlasserInstitute–New Zealand

Presented by

Rob Stones

Rob’scoaching transformedhowIleadmy school.Thepractical strategiesheshareshelped mebuildamore collaborative,resilientstaff culture. L.S.PrincipalCastlemaine, Vic

www.nswppa.org.au/performanceconversations

SCHOOLLEADERS SCHOLARSHIP

2025 Cohort 3 scholarship recipient

CONGRATULATIONS

ESTELLE SOUTHALL

PRINCIPAL

HOMEBUSH WEST PUBLIC SCHOOL

PROUDLY SUPPORTED BY

SCHOOL LEADERSHIP SPRINT

Start your 2024 Planning

School Leadership Sprints are SHORT, SHARP 10 minute videos designed specifically for leaders in schools. They provide practical and actionable strategies to increase the alignment and clarity of the school leadership team.

Sprints are fast-paced 10 minute videos available on demand Standalone topics For individual leaders, your leadership team and aspiring leaders

School subscriptions provide access at your convenience for all staff. You can join at any time during the school year.

INVESTMENT IN PROFESSIONAL LEARNING

PRICE:

$1190 + GST per school

$595 + GST for small school less than 100 students

TO DISCOVER MORE ABOUT SCHOOL LEADERSHIP SPRINT, TUNE IN TO OUR PODCAST FOR DETAILED INSIGHTS LISTEN NOW

SCHOOL LEADERSHIP SPRINT

Setting the Year Up For Success

Each year is a fresh opportunity in schools. This session helps your team get clarity about what needs to be a priority this year.

Australian Professional Standard For Principals

LEADERSHIP REQUIREMENTS

Vision and values

PROFESSIONAL PRACTICES

Leading teaching and learning

Leading improvement, innovation and change

LEADERSHIP EMPHASIS

Operational

Strategic

First Things First - Prioritising that works

Schools are busy places and time is a precious commodity. It is vital that leaders in schools prioritise and use their time well. We unpack a key process for prioritising the work we need to get done.

High Functioning Leadership Teams

We unpack the four essential elements of the High Functioning Teams model. Which aspects do you do well and where do you need to focus your attention?

Meetings – Making Sure They Are A Good Use of People’s Time

It is vital that the time we spend in meetings is a good use of people’s time. We examine the vital aspects of effective meetings and use the framework to identify where we can be more effective.

Australian Professional Standard For Principals

LEADERSHIP REQUIREMENTS

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Leading the management of the school LEADERSHIP EMPHASIS

Operational

Australian Professional Standard For Principals LEADERSHIP

REQUIREMENTS

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Developing self and others

Leading improvement, innovation and change

Leading the management of the school LEADERSHIP EMPHASIS

Operational

Relational

Australian Professional Standard For Principals LEADERSHIP

REQUIREMENTS

Knowledge and understanding

PROFESSIONAL PRACTICES

Leading the management of the school

LEADERSHIP EMPHASIS

Operational

We have too much to do and not enough time. It is vital that the line management processes in schools are both effective and time efficient.

5 Essential Elements of Leading Effective Change

Leading the implementation of school improvement strategies is often the key work of school leaders. Leaders should understand and carefully plan for the 5 essential elements for leading effective change.

Crystal Clear Role Clarity

Position descriptions are often generic and fail to provide clarity about what each leader is responsible for. This format ensures leaders are crystal clear on their role and what outcomes they are responsible for.

Mastering Difficult Conversations

Our impact as leaders can depend on our ability to have effective conversations. This session unpacks a clear process for a difficult conversation.

Having Great Impact Using the 80/20 Rule

Identifying and protecting the critical few tasks that lead to most of your results is essential

Understanding and utilising the 80/20 rule is powerful

The Power of Living the Reputation You Want to Have

Living the reputation you would like to have is a powerful way of making a deliberate choice in our leadership behaviours.

Getting TractionTurning Goals into Action

Achieving our goals is dependent on successfully unpacking the key actions required to achieve the outcome. This session unpacks the Priority Planning format.

Australian Professional Standard For Principals LEADERSHIP REQUIREMENTS

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Leading the management of the school LEADERSHIP EMPHASIS

Operational

Australian Professional Standard For Principals LEADERSHIP REQUIREMENTS

Vision and values

Knowledge and understanding

PROFESSIONAL PRACTICES

Leading improvement, innovation and change

Engaging and working with the community

LEADERSHIP EMPHASIS

Strategic

Systemic

Australian Professional Standard For Principals LEADERSHIP REQUIREMENTS

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Developing self and others

Leading the management of the school LEADERSHIP EMPHASIS

Operational

Australian Professional Standard For Principals LEADERSHIP REQUIREMENTS

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Developing self and others

LEADERSHIP EMPHASIS

Relational

Australian Professional Standard For Principals LEADERSHIP REQUIREMENTS

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Developing self and others

LEADERSHIP EMPHASIS

Operational

Australian Professional Standard For Principals LEADERSHIP REQUIREMENTS

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Developing self and others

LEADERSHIP EMPHASIS

Relational

Australian Professional Standard For Principals LEADERSHIP REQUIREMENTS

Knowledge and understanding

PROFESSIONAL PRACTICES

Leading teaching and learning

Developing self and others

Leading improvement innovation and change

LEADERSHIP EMPHASIS

Operational

Strategic

Systemic

Email Overload

Many leaders are overloaded by email and it is having a negative effect on their productivity and well-being We unpack the well researched strategies for managing the email tiger

Multi-tasking Isn't the AnswerWhat should you do instead?

Research shows that multi-tasking takes additional time and adds cognitive load. In this session, we test the theory and provide an alternative approach that gets more done.

Building Trust is #1 Leadership Skill

Schools are people places The ability to build Trust is the #1 leadership skill Trust impacts on the quality of every relationship, every communication and every situation we face in schools Building Trust is vital!

Australian Professional Standard For Principals LEADERSHIP REQUIREMENTS

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Developing self and others

Leading the management of the school LEADERSHIP EMPHASIS

Operational

Australian Professional Standard For Principals LEADERSHIP REQUIREMENTS

Knowledge and understanding

PROFESSIONAL PRACTICES

Developing self and others

LEADERSHIP EMPHASIS

Operational

Australian Professional Standard For Principals LEADERSHIP REQUIREMENTS

Knowledge and understanding

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Developing self and others

Engaging and working with the community LEADERSHIP EMPHASIS

Relational

Managing the Well-Being of Others

Whilst staff in schools should be responsible for their own well-being, the number one factor impacting staff morale is leadership We unpack key strategies that leaders can implement to improve staff well-being

Are You Leading or Managing? What's the Difference?

It is vital that school leaders work on BOTH operational and strategic levels to ensure their school operates effectively and achieves its school improvement goals

Utilising Your Strengths – watching out for your blindsides

Identifying, understanding and utilising your strengths is important. Highly effective teams have coverage of four domains - Executing, Influencing, Relationship Building & Strategic Thinking Does your team have a blindside?

Unlocking Your School Culture

Unlocking the optimal culture requires leaders to be constantly monitoring staff, students and parents. In this session, we use an instrument to reflect on the key aspects of the optimal school culture.

Australian Professional Standard For Principals LEADERSHIP REQUIREMENTS

Knowledge and understanding

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Developing self and others

Leading improvement, innovation and change

LEADERSHIP EMPHASIS

Relational

Australian Professional Standard For Principals LEADERSHIP REQUIREMENTS

Knowledge and understanding

PROFESSIONAL PRACTICES

Developing self and others

Leading improvement, innovation and change

Leading the management of the school LEADERSHIP EMPHASIS

Australian Professional Standard For Principals LEADERSHIP REQUIREMENTS

Knowledge and understanding

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Developing self and others

Engaging and working with the community LEADERSHIP EMPHASIS

Relational

Australian Professional Standard For Principals LEADERSHIP REQUIREMENTS

Vision and values

Knowledge and understanding

PROFESSIONAL PRACTICES

Leading teaching and learning

Developing self and others

Leading improvement, innovation and change

Engaging and working with the community

LEADERSHIP EMPHASIS

Operational

Relational

Strategic

Systemic

Effectively Managing Resistance to Change

There are 7 reasons why change processes fail and each one can be avoided. School leaders need to know and cater for the predictable stages of concern.

Differentiating Your Leadership

Leaders should differentiate their leadership style to suit the people they are leading We focus on choosing the correct leadership style to suit the situation and the people

Teacher Feedback -

Popular models used around the world

The quality of teaching is the most significant inschool factor affecting student outcomes In this session, we look at the intent of providing feedback to teachers and consider the pros and cons of models used in various parts of the world

Australian Professional Standard For Principals

LEADERSHIP REQUIREMENTS

Knowledge and understanding

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Developing self and others

Leading improvement, innovation and change

Engaging and working with the community

LEADERSHIP EMPHASIS

Relational

Strategic

Systemic

Australian Professional Standard For Principals

LEADERSHIP REQUIREMENTS

Knowledge and understanding

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Leading teaching and learning

Developing self and others

Leading improvement, innovation and change

LEADERSHIP EMPHASIS

Operational

Relational

LEADERSHIP REQUIREMENTS

Knowledge and understanding

PROFESSIONAL PRACTICES

Leading teaching and learning

Developing self and others

Leading improvement innovation and change LEADERSHIP EMPHASIS

Operational

Strategic Systemic

6 Critical Questions Effective Teams Should be Able to Answer

How Aligned and Engaged Are Your People?

In this Sprint, we unpack an instrument that is designed to gather staff perceptions on key issues that lead to the alignment and engagement of staff

Understanding What Drives Your People

Understanding what drives and motivates each of the people that you lead is beneficial in providing the support and appreciation that can optimise their contribution This video unpacks the 7 drivers and how they apply in school contexts.

Four Criteria Used to Judge Leaders

This session unpacks the four key areas of capability that leaders need to have to be effective. Using this framework leaders are encouraged to become self-aware of where they need to focus to increase their effectiveness.

Australian Professional Standard For Principals

LEADERSHIP REQUIREMENTS

Knowledge and understanding

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Developing self and others

LEADERSHIP EMPHASIS

Operational

Relational

Australian Professional Standard For Principals LEADERSHIP REQUIREMENTS

Vision and values

Knowledge and understanding

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Leading teaching and learning

Developing self and others

Leading improvement, innovation and change

LEADERSHIP EMPHASIS

Operational

Relational

Australian Professional Standard For Principals

LEADERSHIP REQUIREMENTS

Knowledge and understanding

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Developing self and others

LEADERSHIP EMPHASIS

Relational

Australian Professional Standard For Principals

LEADERSHIP REQUIREMENTS

Knowledge and understanding

Personal qualities, social and interpersonal skills

PROFESSIONAL PRACTICES

Developing self and others

LEADERSHIP EMPHASIS

Relational

LOOKING FOR A SPEAKER AT YOUR NEXT PPC MEETING OR CONFERENCE?

Great Pro Learning F Leaders WITH STEVE F

STERCLASS TEAM Steve Francis understands the challenges of working in schools. He was the Principal of a number of schools from a one teacher school hrough to a large metropolitan school and an nternational school in Hong Kong.

Steve has worked with the staff in hundreds of schools across Australia and New Zealand. He has also presented at many education conferences including EduTech, Australian Primary Principals, INTASE (Singapore), New Zealand Principals and many state conferences.

He is passionate about optimising schools, mproving work–life balance, keeping things simple and helping educators reach their potential.

Steve is also the creator of the Happy School program, designed to improve the well-being and engagement of staff in schools. Over 700 schools across Australia and internationally subscribe to receive his weekly articles.

For the past four years Steve has been recognised by Educator magazine as one of the 50 most influential educators in Australia.

He also holds the designation of Certified Speaking Professional (CSP), the highest internationally recognised designation as a professional speaker.

NSWPPA COURSES & PROFESSIONAL LEARNING OPPORTUNITIES

Whattoexpect:

Term2- Wednesday14thMay

Tuesday3rdJune

Term3-Thursday11thSeptember

Term4-Tuesday20thOctober

The Tao of Team(the 'way' or 'doctrine' of team effectiveness) is the theme of this manual for practitioners. It is a compendium of activities that will bring people together, support team direction and decision-making and liberate individual creativity in the service of the school and community.

The activities and interactions promoted in this book will help leaders unite their team and develop their skills in order to promote their vigorous and influential leadership of the school.

Rob Stones

ARTOFLEADERSHIPMASTERCLASS

FACILITATOR &AUTHOR

“Elevating Educational Leadership: Strategies for team alignment and Self-Managed Learning”

Episode 3 of 3

WebConferencingdetails providedonconfirmation 30minplacesavailable OurProfessional Learningprograms areauthentic, evidence-informed, anddesignedtohavea highimpactfor Principals.

DiscussyourNetworks ProfessionalLearning needs. BookviaQRcodeor directlinkbelow https://calendly.com/nswppaplo/djanetzki

WebConferencingdetails providedonconfirmation 30minplacesavailable OurProfessional Learningprograms areauthentic, evidence-informed, anddesignedtohavea highimpactfor Principals.

DiscussyourNetworks ProfessionalLearning needs. BookviaQRcodeor directlinkbelow https://calendly.com/nswppaplo/djanetzki

•Aninformationsessionwillbeheldforthoseinterestedinjoiningthisyear 9.30-11.00amonWednesday21May2025.

Toexpressinterest(andfindfurtherinformationabouttheProject)goto www.nswppa.org.au/the-anxiety-project.

Closeofexpressionsofinteresthasbeensetsoyouhavetimetodiscusswith staffandcommunity,EOI’scloseMonday16June2025.

•Thedataisshowingsignificantchangesinteacherconfidenceinrecognising anxietyandknowinghowtorespond.Staffarealsoreportingmarked improvementsintheirwellbeingastheyrealisehowmuchchangestheyare makinghaveimprovedoutcomesforstudents.

FurtherinformationRobWalkerrob.walker@det.nsw.edu.au

SNAPSHOT

ANXIETYPROJECTUPDATE

PARTICIPANTSTODATE:

39,000students

SCHOOLSINVOLVED

113schools

2025-&26ProgramEOI

TakingEOIsnowfor2025-&26Program

RECOMMENDEDREADING:

AnxietyCoachbyMichaelHawton BelongingTheAncientCodeofTogethernessbyOwenEastwood TheAnxiousGenerationbyJonathanHaidt

LEADLEARNER PRINCIPALWELLBEING SCHOOLOPERATIONS

https://wwwnswppaorgau/the-anxiety-project

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ABCRADIO Educatorarticle ProfessionalLearningsNSWPPAEducationalLeadership podcast https://wwwnswppaorgau/the-anxiety-project

AccordingtoanewstudyoftheprojectbyHilton EducationalResearch,inthetwoyearssincethe Projectwastrialled,teacherconfidenceand competencetohelpchildrenmanagetheiranxiety increasedfromabaselinescoreof438%to664% Asignificant72%ofschoolsinvolvedintheproject showedadecreaseinthelevelsofanxietyinstudents fromthebaselinescoresrecordedatthe commencementoftheproject Thebaselineof196% ofstudentsreporting‘highlevels’ofanxietyatthe commencementoftheprojectdecreasedto146%

THE ANXIETY PROJECT

Start your 2024 Planning

The NSW Primary Principals’ Association is calling for expressions of interest from NSW public schools with K – 6 enrolments to be part of an evidence-based school community program to raise skills within the school and with parents to address the impact of childhood anxiety on school engagement and learning.

Well-respected psychologist, author and former teacher, Michael Hawton, has partnered with the NSWPPA to tailor a professional learning program to implement classroom strategies for managing anxiety and building resilience in the classroom. Parent training is also a component of the program. Introduced at the NSWPPA 2021 Term 2 State Council, the project proposal was well-received by principal-delegates who recognised that most of the five themes of the High Impact Professional Learning Policy and the eight themes of What Works Best 2020 were embedded into the project design, including a research component, instructional leader support, parent engagement and the establishment of a professional learning community.

Schools will be provided specialist training for Implementation Coaches and ongoing support to implement the program in your school. Including:

• lesson plans for teachers,

• training for all school staff,

• parent and school resources to inform and encourage your school community, support a cultural change in your school,

• ongoing implementation support to ensure continuity,

• access to a network of schools in the program.

https://www.nswppa.org.au/the-anxiety-project

The Anxiety Project

A whole-school community approach to managing anxiety and building resilience in NSW primary school students.

PHASESOF

EOI and School Clustering

In the process of collecting EOIs for participating in The Anxiety Project, NSWPPA will better understand the school context and will structure the programs to support schools in similar demographics to implement the program in local clusters

School Leader Training

Through the provision of professional learning for school leaders, we can help them to design protocols within schools aimed at helping children build resilience.

Implementation Coaches (ICs)

ICs will support teachers (through in-class mentoring) and parents (through the provision of parent education groups).

All Staff Training

All School Staff will participate in professional learning to counter anxiety habits in children, as they arise in the school environment.

Student Lessons

Students take part in lessons that are aligned to the PDHPE curriculum.

Parents

By providing family management training for parents, we can equip parents to better deal with a child’s mild-level anxiety at home

Evaluation & Feedback

Throughout the project, the ICs will capture data, support school implementation, collaborate with schools in their local cluster, and share success milestones through the program manager.

Research Collection

Multiple measures of student, teacher and parent data collected over a twoyear window.

Provision of school report

Intervention Impact Report for Individual Schools

TEACHER FEEDBACK ON THE PROJECT

"I sincerely appreciated the hands on, evidence based, practical strategies to improve supporting my students who experience anxiety and worries!" Louise - Kotara South Public School

"I found I was often viewing the course material from the perspective of my own child and his needs I found the issues raised about challenges for parents and kids these days to be very accurate in my family experience The fact that they rang true, gave me a sense that the content was important and potentially powerful, for both home and school. I have already applied some of my learning in my own parenting (such as making 'an announcement' to my son about changing some of the expectations and dynamics in our relationship) "

Being able to identify the cognitive distortion/s seems to be the key to entering into the anxiety cycle at the thinking level, rather than trying to exile feelings or squash behaviour further 'down stream' CBT agrees that the point of entry for change seems to be thinking, and especially distorted thinking. Really reflecting on the five distortions helped me unpack this a bit more This was very helpful " Robina - Wakehurst Public School

"I've already started to apply the practices. Today I had a student who refused to complete his class work I applied some strategies, especially acknowledging After this he seemed to feel 'heard' and he got back on task, engaged with his learning and enjoyed for the rest of the day." Dean - Bradbury Public School

“A child's anxiety will not usually fix itself Unless something changes, it will tend to worsen. However, the good news is that seemingly-modest interventions delivered by significant adults can make a difference and turn that progression around ”

Michael

Hawton

MAPS Psychologist

LISTEN

Psychologist and The Anxiety Project developer Michael Hawton,

describes the project on the Professional the project on the Professional Learnings Podcast with The NSW Primary Principals Association.

"If [teachers] know how to respond and they repeat those responses over time, not only should you see a reduction in child anxiety over time, you'll also develop children's resilience " Michael Hawton MAPS

PODCAST> VIDEO>

FROM THE

Hear from Rob Walker, Trish Peters and Robyn Evans from the NSWPPA on why it was important for the PPA to offer The Anxiety Project to their members You will also hear an outline of commitments required from schools to participate in The Anxiety Project

data collection points to review the efficacy of the program You will thenbegivenreportsontheprogressofyourschool,thecohortandsomecomparativeanalysison howyouaretrackingagainstlikeschools

PARENTS

eachers can't be expected to tackle their students' anxiety on their own. There are a range of significant adults, such as parents, who play an important role in shaping a child's thoughts and behaviours. It is important for these adults to equip themselves with the necessary tools to scaffold resilient thinking through serve and return conversation techniques.

As part of The Anxiety Project, schools will engage with parents and carers to make a long-term difference to their children's anxiety. Specialist Implementation Coaches will train parents in Anxiety Coach and schools will also receive free vouchers for Anxiety Coach for Parents; self-paced online course to learn these essential skills. The benefit to this is to create a community around children that help them to challenge their anxious thoughts and behaviours and build

people ready

take

"Thanks so much! [The course] was very articulate in teaching us of the special characteristics and nuances around adolescence and how best to guide our youngsters through it Whilst remaining open minded to the specifics of our individual situations where tailored approaches were discussed."

Jim - Parent

the

STRENGTHS

DEVELOPER NETWORK>

COMMUNITY

Tackling student anxiety is a big job with many challenges. To help schools and their Implementation Coaches in this journey, we have created a support network. Implementation Coaches can connect with the wider Anxiety Project community through our Zoom Cafes and communication platform. The fortnightly check-ins have provided an opportunity to share how schools have carried out the program in their school as well as success stories, challenges, tips and tricks and further recourses

The learning platform also provides a space for The Anxiety Project Implementation Coaches to access shared resources and ongoing support from program management An example of these resources is pictured adjacent

THE PROJECT WRITER>

FROM THE COURSE CONTENT

Michael Hawton, psychologist and trained teacher, offers insight into the key components of the project.

There is a rising issue of anxiety in children and it is impacting on school absenteeism The project we have developed emphasizes the need to coach children in facing anxiety rather than accommodating it

For teachers, handling anxiety in the classroom can be challenging Effective training in identifying and managing anxiety becomes crucial Parentshop has partnered with NSW Primary Principals Association to train teachers in handling anxious moments through 'serve and return' conversations and cognitive behavioural therapy (CBT) strategies

The goal is to help children develop mental strength and resilience skills which can be taught during both emotional (hot) moments and nonemotional (cold) moments in the classroom.

Parents tend to unintentionally worsen the problem by allowing a pattern of avoidance to develop when they let their anxious children stay home from school

To prevent the pattern of avoidance, parent should set clear expectations that going to school is normal and necessary, even when feeling anxious They should emphasize the benefits of attending school and acknowledge that it's okay to feel a little uncertain sometimes

KEY DATES >

TERM 4 2024: Leader Briefing - 3 hour ZOOM session IC Briefing - 3 hour ZOOM session

TERM 1 2025: Leader & IC Training - 2 Days FACE TO FACE : You will be allocated dates, which will be 2 full day sessions separate by two weeks.

TERM 1 & 2: Whole school training - Delivered via 3 x 2hour after school sessions via ZOOM

There are research collection points over the two year period.

Howareyou FEELING

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PrimaryPrincipals Association

ProfessionalLearning Suite Bookatimewithyour PLOtoreceiveyour GAPanalysisreport

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THE FLOURISH MOVEMENT

Price $1,295.00 per participant plus GST

Helping School Leaders Flourish Not Just Cope

Introduction

As researchers we specialise in numbers, data and accuracy. We don’t specialise in emotion. However “The Flourish Movement” has been a very emotional project to work on. This project has been eye opening in terms of what an extraordinary group of people school leaders are.

The Flourish Movement has been an altruistic partnership between Dr Adam Fraser, Dr John Molineux from Deakin University and the school principals in NSW (led by Bob Willetts). This program has been designed with principals, for principals. The collaborative nature of the program is one of the reasons why it has been so incredibly successful.

A surprising finding of our research is how the school leaders cope with such a difficult job. What school leaders have in common is they have a suit of armour that they pull on each day to go to work. The armour consists of two parts:

• Their incredibly high level of Psychological capital. Psychological capital consists of Confidence, Hope, Resilience and Optimism. It is a tool kit they draw on to deal with high levels of pressure and stress.

• The second is the high level of meaning and purpose they have attached to the role. For them this job is a true vocation, it is bigger than themselves. This strong connection to meaning and purpose spurs them on to tolerate the difficult parts of the job.

Introduction

The Flourish Movement is an evidence-based program that builds sustainable and effective leadership practices to improve your performance, as well as wellbeing, enjoyment of the role and impact on others. Often, school leaders work in a way that meets the needs of others (open door policy, have to be the first to arrive and last to leave, solve other people’s problems, etc) but leaves them with not enough time to get to the important strategic activities that have the greatest impact on their school. This role is a vocation for them, one of service. However, this mindset and associated habits can lead to unsustainable leadership practices that become detrimental for their leadership, their wellbeing and the performance of the school Flourish focuses on a combination of practices that maintain your (physical and emotional) wellbeing and strategies that increase your effectiveness as a leader. Recent research and data shows, not only the clear link between effective leadership and personal wellbeing, but also how much the role of a school leader impacts student and school outcomes In fact, international research conducted by the OECD found that, in the six years of the study, not once did they come across ‘a school improving its student achievement record in the absence of talented leadership’.

Key Features

Programoverview

Program journey

Pre-program research

Three components (conducted by Dr John Molineux, Human Resource Management Senior Lecturer and award winning Researcher, Deakin University): 1. A baseline survey, which included a range of constructs and demographic information. 2. A ten-day diary study, with three short electronic surveys conducted during each day 3 A one-on-one interview with each participant

Workshop 1

Recovery – How to support your wellbeing and prevent burnout.

• • • • Make relaxation a regular habit

The Science of sleep

The Third Space® Importance of movement for better wellbeing

Workshop 2

Living above the chaos – How to improve your focus and attention, and strategies to reduce interruptions

• • Calming your internal world

Managing you external world

Workshop 3

Controlling the voices – Effectively dealing with negative thoughts and emotions.

•

• Rewiring our relationship with challenge Developing psychological flexibility

In-between Workshops resources:

1 Behavioural support - Participants get sent a series of emails between workshops with articles, videos, podcast episodes, etc 2. Buddy check-insIn the program, each participant is assigned a buddy with whom they connect on a weekly basis.

Workshop 4

Finding your true north – Getting clear on your purpose and the impact you want to have on the school

• • • Discovering your burning aspiration

Living in alignment to your values

Creating a high performing school culture

Post-program research

A second survey is conducted to establish whether any changes have been made since the start of the program

Program results

Measured independently by Deakin University. School

Hear it from the participants themselves..

FOR VIDEO TESTIMONIALS CLICK ON THE PLAY BUTTON.

“I attended the first Flourish workshop wondering if it was going to be worth the investment because I have found some wellbeing courses somewhat impractical, or just not a great fit for me. I found this workshop went so fast and I was completely drawn in. It was great to hear the work so firmly supported by research There is a personalised approach to the Flourish program that respects individual needs and circumstances. It’s definitely not a ‘one size fits all’ approach and I walked away with practical strategies that I am continuing to find successful in enhancing my wellbeing.”

“I began the process as a bit of a disbeliever, almost thinking ‘ no one can possibly fix the mess I’m in’ But, then I finished the last session believing in myself, with processes and behaviours in place and a mindset that will not only help me but the people I work with.”

“It was the most refreshing and empowering PL I have I took away new knowledge to look after myself, so I could be a better Principal, husband, father and son.” experienced to date.

“Flourish was the best professional learning I have ever done for myself. The groupings of school leaders from across the country gave scope, and the session per term made it manageable with the day to day challenges of running a school. The concrete strategies and research validated approaches hit home for me and have helped me improve my view of myself as a leader, and what is achievable for a school in a day, week, month, term and year.”

Ben Walsh, NSW

- Petrina Walker, NSW

- Hayden Ryan, QLD

- Bobby Pederson, TAS

Pricing

$3,450 +gst

Program inclusions

Pre Program Research

• Survey

• Diary Study

• Interview

1-1 interview

With researcher from Deakin Uni to go over your research results.

Four Workshops

Four full-day workshops with one of our facilitators.

Catering and Venue

We will organise food and drinks for the workshops For hybrid groups, it also includes the virtual setup and equipment

Buddy System

You will be allocated a buddy (another school leader) to support you

Ongoing Support

Support throughout the program from our team and your facilitator

Supporting Materials

Workbook and comms with articles, podcasts, etc...

Post Program Research

Researcher measures impact of the program

Completing The Flourish Movement will contribute 24 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Leadership to support learning outcomes of students/children addressing Standard Descriptor(s) 6.2.4, 7.4.4 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher or Highly Accomplished or Lead Teacher Accreditation in NSW

ENQUIRE

“HelpingSchool LeadersFlourish ThroughSustainable andEffective LeadershipPractices

MIDDLELEADERSHIP IMPERATIVE

PARTICIPANTSTODATE:

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Afour-dayprofessionallearningopportunityfor Deputy&AssistantPrincipalsaddressingthethree keythemesofmiddleleading,collaborative professionalismandideasinaction EnquireviaPLO

SomeRECOMMNDEDREADING:

Towardsatheoreticalmodelofmiddleleadership inschools

JohnDeNobile

LeadershipFromtheMiddle AndyHargreaves,PhD,

“Middleleaderscanhavethegreatestimpactonteacher learninganddevelopmentandmoredirectlyimpact classroompractices“

Grootenboerr

LEADLEARNER PRINCIPALWELLBEING SCHOOLOPERATIONS

https://wwwnswppaorgau/the-middle-leadership-imperative

COSTEFFECTIVE:

$1330 perparticipant Minimumof14participantsrequired RatestosupportRegionaldelivery SupportyourMiddleLeaders

ProfessionalLearningsNSWPPA EducationalLeadership

TheEssentialQualitiesofLeadershipinEducation: AConversationwithLouiseGreen

THE MIDDLE LEADERSHIP IMPERATIVE

Start your 2024 Planning

A four-day professional learning opportunity for Assistant Principals addressing the three key themes of middle leading, collaborative professionalism and ideas in action.

Who will benefit Principals and school executive

Program Overview

The middle leader has become increasingly more important to the work of schools through increased accountability and responsibility of principals (Dinham 2016). The role of the middle leader is evolving with specific purpose in facilitating collegial professional learning and in the development of quality student learning (Ronnerman 2014). However, ambiguity still exists in relation to what middle leaders are expected to do (Fluckiger et al 2005).

Participation in this course will empower middle leaders through a practical understanding of the environmental and personal inputs into middle leadership, the key roles middle leaders play and the potential outputs in relation to teachers and students. This course will address an extensive review of available research on middle leadership leading to an effective undertaking of the middle leadership role in NSW schools through the recognition that middle leadership is teacher driven, site responsive and encompasses team based professional learning

COURSE COMPONENETS

MIDDLE LEADING

This module will examine the role of the middle leader within the leadership structure of schools; leadership and management as a set of abilities and skills; as well as the impact of school context on the middle leadership role. Leadership qualities and character strengths will be viewed in line with a developing theoretical model of middle leadership (De Noble 2018).

https://www.nswppa.org.au/the-middleleadership-imperative

The moral purpose of NSW public education

The commitment ‘to prepare young people for rewarding lives as engaged citizens in a complex and dynamic society’1 underpins the moral purpose of the NSW public education system.

Assistant principals and head teachers enact this moral purpose by placing every child and young person at the centre of all decisions.

Middle Leading for Learning Focus: Middle Leader definition

What the research says…

Grootenboer, P Edwards-Groves, C & Ronnerman, K (2014) Leading practice development: Voices from the middle

Middle leaders are those who have an acknowledged leadership position but are also involved in teaching in the classroom.

Middle leaders practice their leading close to the ‘hot site’ of education – the classroom.

The Middle Leadership Imperative

Expectations

Engage with the learning

Suspend judgement

Be in the room, participation

Step up and Step Back

Do something with the learning

Confidentiality

Respect – for experience and opinions

Intellectual property -Library

Planning Considerations

Research Informed - enables the contextual transfer of learning

Peer support model –collaboration, facilitators

Time conscious

Mentors – ongoing support

Learning journal – capture the learning

Table Groups – Why?

Exploring collaborative professionalism

Task

Table Groups

Why should we collaborate?

How do people collaborate?

5 minutes

What kinds of collaboration are there?

Quadrants of collaboration

What the research says…

Hargreaves, A (2018) Leading collaborative professionalism Centre for Strategic Education:Seminar Series 274

Collaborative Professionalism

Collaboration (high trust, high precision)

Teachers have strong relationships, trust each other and feel free to take risks and make mistakes

In place are tools, structures and protocols of meeting, coaching, feedback, planning and review that support practical action and continuous improvement of the work undertaken together

Positioning of the Middle Leader

Teaching Leadership Middle Leaders

Middle leaders can have the greatest impact on teacher learning and development and more directly impact classroom practices

Grootenboer (2019)

COLLABORATIVE PROFESSIONALISM

This module will centre on collaboration and building social capital among teachers and other educators to improve student learning. Middle leaders will be supported in how to collaborate more deeply in ways that achieve greater impact covering topics: Leading a team by bringing people on the journey with you; Communicating effectively including difficult conversations; Importance of trust; and Feedback

Start your 2024 Planning

IDEAS IN ACTION

This module will focus on site based educational development through the lens of middle leadership. Participants will be guided through the praxis of site based middle leadership with a rigorous focus on leading teaching and learning to enhance: Student learning outcomes; Effective and sustainable teacher learning; Pedagogical development; and, Curriculum and assessment practice.

Cost: $1,130.00 per participant

Regional Areas may vary, prices quoted on enquiry

Practical aspect/strategies to practice great professional discussions such interesting learning conversations with people in the same role

Good developing networks across schools time to reflect on my leadership skills

lots of resources to use at school good focus on ideas in each session

Facilitator helped at table keep on track and have good discussions reflection on mine and other settings very relevant to my role good sharing

lots of time to process , no info dump

self reflection gave me confidence and enthusiasm good opportunities for discussion i dont have

enjoyed working with like minded professionals informative

loved the design of the slide show

lots of different opinions and ideas loved how you displayed the task etc.

excited about the library pair chats and speed dating was really good small steps! conversations with people in the same role engaging presenters confirmed my skills lots of great discussion

good focus on ideas in each session activites mixed up

focus on small stepd to creat/maintain teams

I now know the steps i can take to improve myself i am taking ideas back

great we are meeting up again good sharing

valuable info given by experienced practitoners would highly recommend LedbyFacilitator's

MASTERCLASS TEAM

With 43 years of experience in NSW Public Schools, Louise Green has served in various roles, including teacher, executive member, Principal, and Executive Coach. She has demonstrated dedication to developing future leaders and supporting colleagues for the benefit of NSW Public School students Louise's extensive leadership experience spans from serving as Assistant Principal, Deputy Principal, to Principal in schools across South West Sydney, including Artarmon Public School in Sydney. Currently, she contributes as a mentor/facilitator in the NSW School Leadership Institute's Aspiring Principals Leadership Program, where she continues to mentor and coach aspiring leaders, relieving, aspiring, and substantive Principals Louise's commitment to the ongoing development of educational leaders within NSW Public Schools is evident throughout her career.

Margaret Charlton , With a strong commitment to public education Margaret has been a principal of 28 years’ experience in a number of varied school contexts. Starting her leadership career as a teaching principal she has led six different primary schools, including both high and low SES and high multicultural communities, from south-west, western and northern Sydney areas. Margaret has supported principals and leadership through coaching and mentoring in her role as Principal School Leadership Throughout her principalship she has beencommittedtoenhancingtheleadershipcapacityofcolleaguesto beempoweredleaderswithintheirindividualschoolcontexts. Margaret has held the position of Professional Learning Officer with the NSW Primary Principals’ Association. She has been active within the NSWPPA at both Area Council and State levels Margaret’s passionforgrowingeffective leadershasseenhercontribute toauthenticleadershipdevelopmentforPrincipalsandleadershipteamsacrossNSW.Hercommitmenttothe NSWPPAandthedevelopmentofeffectiveleadershasbeenrecognisedthroughtheawardoftheACELNSW LeadershipAward,theJohnLaingAwardforProfessionalLearningforPrincipalsandLifeMembershipofNSWPPA

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TOUGHCONVERSATIONS

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Educatorarticle

2025-DATES

ProfessionalLearningsNSWPPAEducationalLeadershippodcast TBC-

RadicalCandor CrucialAccountability Influencer:theNewScienceofLeadingChange

EVIDENCEPROVEN:LESSONFRAMEWORK

Thiscourseaddressesthewell-recognisedoccurrenceofdifficultiesthat schoolleadersfacethroughoftenhavingtodiscusssensitive,difficult subjects Significantlevelsofstressforschoolleaderscanbereduced whenthoseconversationsarehandledwiththeskillstaughtinthis professionaldevelopmentcourse LESSONFRAMEWORK

Whypeopleoverreact

Self-controlfactorsinadultsandyoungpeople

How‘frustrationtolerance’developsinpeople

Whattotolerate:sortingoutwhattoletgoandwhatneedsyour attention

Whatpeoplewilldoifyouchallengethem

Astep-by-stepprocesstoaddressaproblem

Howtotametigers:effectivelydealingwithoffensivebehaviour

Avideodemonstrationoftheconceptsappliedtoatoughconversation betweenaparentandaprincipal

ART OF LEADERSHIP MASTERCLASS TEAM

TOUGH CONVERSATIONS FOR SCHOOL LEADERS

Hold tough conversations with grace and clarity.

LESSON FRAMEWORK

Why people overreact.

Self-control factors in adults and young people. How ‘frustration tolerance’ develops in people.

What to tolerate: sorting out what to let go and what needs your attention. What people will do if you challenge them. A step-by-step process to address a problem. How to tame tigers: effectively dealing with offensive behavior. A video demonstration of the concepts applied to a tough conversation between a parent and a principal.

Sydney. Currently, she contributes as a mentor/facilitator in the NSW School Leadership Institute's Aspiring Principals Leadership Program, where she continues to mentor and coach aspiring leaders, relieving, aspiring, and substantive Principals. Louise's commitment to the ongoing development of educational leaders within NSW Public Schools is evident throughout her career.

EXPECTED LEARNING OUTCOMES

Negotiate a solution to a problem using a scripted mediation process. How to be less affected by someone becoming frustrated and managing emotional distress.

Progressing the conversation towards a pre-planned outcome. Practical demonstrations with parents and staff behaviour, including strategies on how to achieve better outcomes.

www.nswppa.org.au/tough-conversations www.nswppa.org.au/tough-conversations

EXPECTEDLEARNINGOUTCOMES

Negotiateasolutiontoaproblem usingascriptedmediationprocess. Howtobelessaffectedbysomeone becomingfrustratedandmanaging emotionaldistress. Progressingtheconversation towardsapre-plannedoutcome. Practicaldemonstrationswith parentsandstaffbehaviour, includingstrategiesonhowto achievebetteroutcomes.

Michael Hawton is a registered Australian psychologist, trained teacher, author of Anxiety Coach™, Talk Less Listen More™ and Engaging Adolescents™, international speaker, media commentator, and a father of two. With 30 years’ experience working with children and families including in his private practice, working with the United Nations in Seychelles, and preparing child welfare reports for the Family Court, Michael is one of Australia’s foremost experts in tough conversations, managing child anxiety, managing teen anxiety, managing difficult behaviours in children, adolescents, and adults. Featuring regularly as a panel guest advisor on shows such as Today, Sunrise and more, Michael teaches teachers, family workers, early years educators, and parents based on the latest research in behavioural science, covering a range of topics such as positive cultural change in schools, how to have tough conversations in the workplace, improving self-regulation in children, reducing anxiety in children, managing tricky adolescent behaviours, and tackling family of origin issues in child protection. Michael was recently engaged by The Australian Primary Principals Association to develop a survey, utilised nationally by Government, Independant and Catholic Schools to gain insight into childhood anxiety

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COSTEFFECTIVE:

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Priority Management Australia 2025 Public Workshop Dates

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Project Planning Breakthroughs 4 x 4 hour sessions - MUST attend all days Investment: $1,425 per person plus GST per person

23rd, 24th, 25th and 26th June: 9:30am - 1:30pm each day

Fundamentals of MS Projects 2 x 4 hour sessions - MUST attend both days Investment: $655 per person plus GST per person

22nd and 23rd May: 9:00am - 1:00pm each day

6th and 7th August: 9:00am - 1:00pm each day

28th and 29th October: 9:30am - 1:30pm each day

https://www.nswppa.org.au/working-smart-series

Influential Communicator Program 2 x 3 hour sessions - MUST attend both days Investment: $654 plus GST per person

20th and 21st May: 9:00am - 12:00pm each day

25th and 26th August: 9:00am - 12:00pm each day

26th and 27th November: 9:30am - 12:30pm each day

Copilot for Microsoft 365 4 hour session Investment: $435 plus GST per person

20th June: 9:00am - 1:00pm

https://www.nswppa.org.au/working-smart-series

PRIORITY MANAGEMENT

OneNote has been developed to empower you to take control of your work-related information This course is designed for users who take notes and use automated tools to organise and manage the notes Students should be comfortable in the Windows environment and be able to use Windows to manage information on their computers. Specifically, they should be able to launch and close programs; navigate to information stored on the computer; and manage files and folders

PROGRAM FORMAT OPTIONS

4 hour Face to Face instructor-led program 4 hour virtual instructor-led program

UNIT 1: INFORMATION MANAGEMENT BEST PRACTICES

Identify the best practices in information management for capturing, organising, finding, centralising, sharing, and storing information

Determine how closely you follow these best practices and where you can improve

UNIT 2: GETTING STARTED WITH ONENOTE

Understanding basic OneNote Concepts, Understanding the structure of OneNote notebooks, Creating, saving, sharing, opening and closing a notebook, using a notebook to support a project

UNIT 3: TAKING NOTES

Inserting notes in sections and pages, Creating and using templates to facilitate your individual and team note-taking, inserting different types of information, managing space in pages

PRIORITY MANAGEMENT MS ONENOTE

MICROSOFT OFFICE 365 SYNOPSIS

UNIT 4: WORKING AS A TEAM IN SHARED NOTEBOOKS

Using OneNote in a docked session to easily link information from an application or from the web, managing shared notebooks, working as a team in a shared notebook, managing different editions of a notebook

UNIT 5: LINKING, TAGGING & LOCATING NOTES

Linking two pieces of information, tagging your information, retrieving your information using links and tags

UNIT 6: INTEGRATING ONENOTE WITH OUTLOOK

Using OneNote to support your daily activities in Outlook

KEY TAKEAWAYS

Effective Information Management

Understand today’s information management issues that affect your performance at work

Create, edit, organise, and enhance notes, and also integrate them with other applications using Microsoft OneNote

Decide which aspects of information management you want to improve

WebConferencingdetails providedonconfirmation 30minplacesavailable

Were the dates not suitable for your schedule? Our presenters are ready to travel to your PPC networks. Please don't hesitate to reach out if you're interested in integrating our Professional Learning suite into your PPC network or directorate.

Email: djanetzki@nswppa.org.au

BookameetingtimewithyourPLO

30minplacesavailable

WebConferencingdetails providedonconfirmation

ThatProfessional Principals’ Associationsare uniquelypositionedto providehighquality, impactfulprofessional learningforcurrent andaspiringschool andsystemleaders

AnnMcIntyre, UniversityofSydney2023

THEIMPACTOFPROFESSIONLEDLEADERSHIP LEARNINGINNSW. AreportdevelopedforthePrincipalsAustralia ResearchFoundation,withthesupportoftheNew SouthWalesPrimaryPrincipals’Associationandthe PrincipalsAustraliaResearchFoundationResearch andDevelopmentFunding

AnnMcIntyre,UniversityofSydney2023

Has your PPC engaged in their free Professional Learning GAP analysis?

Shared Beliefs and Understandings

1. All Principals can achieve high standards given the right time and the right support.

2. All leaders can lead to high standards given time and the right assistance.

3. High expectations and early and ongoing intervention are essential.

4 All leaders, teachers, and students can articulate what they do and why they lead, teach, and learn the way they do.

Email: djanetzki@nswppa.org.au