Greg Prior
DEPUTY DIRECTOR-GENERAL SCHOOLS
ADJUNCT PROFESSOR, SCHOOL OF EDUCATION
UNIVERSITY OF WESTERN SYDNEY
Public Schools NSW
Conference
22 & 23 January 2014
PUBLIC SCHOOLS NSW
WWW.SCHOOLS.NSW.EDU.AU
•
Acknowledgement
•
Welcome
•
Introductions
•
Overview
 Leadership
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Key Reforms
Implementation
Accountability
Capability
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Global Education
Reform Movement
• Competition
• Standardization
• Test Based
Accountability
• Choice
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Professionalism
• Collaboration
• Creativity
• Trust Based Responsibility
• Equity
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A learning and leading
organisation for all
Quality Student
Learning
Experiences
Staff, Schools and
System Leading for
Learning
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Student
Learning
Assessment of
holistic learning
Teacher and
Leader Learning
Building individual and collective
capability
School
Learning
Self-regulation and efficacy
Planning, Monitoring and Reporting
Consistent
Standards
Accreditation
and Recognition
Validation
Processes
Validating judgements
Australian teaching standards and
principal standard
External audit and validation
teams
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Enablers of a Dynamic Learning System
What do leaders need
to ensure?
What makes
a powerful
school
system?
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Great
Teaching
Inspired
Learning
Empowering
Local Schools
Rural &
Remote
Early Action
for Success:
Literacy
/Numeracy
Action Plan
Public
Service
Commissions
Transition
Local Schools Local
Decisions
Students at Centre
Teacher Quality &
Enabling Leadership
School
Excellence
Framework
Australian
Curriculum
Australian
Teacher &
Principal
Standards
Every
Student
Every School
LMBR
Connected
Communities
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Aboriginal
Education
Language
Nests
OCHRE
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Public Service Commission
GSE Act Reforms 24 February 2014
The core values for the public sector and the principles that guide their
implementation are as follows:
Integrity
(a) Consider people equally without prejudice or favour.
(b) Act professionally with honesty, consistency and impartiality.
(c) Take responsibility for situations, showing leadership and courage.
(d) Place the public interest over personal interest.
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Public Service Commission
GSE Act Reforms 24 February 2014
Trust
(a) Appreciate difference and welcome learning from others.
(b) Build relationships based on mutual respect.
(c) Uphold the law, institutions of government and democratic principles.
(d) Communicate intentions clearly and invite teamwork and collaboration.
(e) Provide apolitical and non-partisan advice.
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Public Service Commission
GSE Act Reforms 24 February 2014
Service
(a) Provide services fairly with a focus on customer needs.
(b) Be flexible, innovative and reliable in service delivery.
(c) Engage with the not-for-profit and business sectors to develop and implement
service solutions.
(d) Focus on quality while maximising service delivery.
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Public Service Commission
GSE Act Reforms 24 February 2014
Accountability
(a) Recruit and promote staff on merit.
(b) Take responsibility for decisions and actions.
(c) Provide transparency to enable public scrutiny.
(d) Observe standards for safety.
(e) Be fiscally responsible and focus on efficient, effective and prudent use of
resources.
Source: Getting Into Shape: State of the NSW Public Sector Report 2013
http://www.psc.nsw.gov.au/
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Public Service Senior Executive
Leadership Structures with Fewer Reporting Layers
To ensure:
•
Decisions will be closer to the front line and stay in touch with the needs of
the community;
•
It will be clear who is responsible for making the decisions;
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Decisions can not be passed up the line, as evidenced in a risk-averse
culture; and
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Good ideas will not become bogged down or lost in the system.
Public Schools NSW will need to look at span of control and inter-band reporting as we transition into the new
structure:
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Capability Framework
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Performance Development Framework
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School Teachers Award
Standards based remuneration for classroom teachers
The current system will change from annual incremental progression to
teacher salaries being determined based on the achievement of three of
the Australian Professional Teaching Standards, resulting in three salary
bands.
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•
•
Band 1 Graduate
Band 2 Proficient
Band 3 Highly Accomplished
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New Structure and Transition from 2016
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Performance and Development Processes for
Principals, Executives and Teachers
Semester 1 2015
The annual performance and development cycle will require that individuals:
a) Develop and document a concise set of professional goals, explicitly linked to their performance
and development needs and professional standards.
b) Work with colleagues and their supervisor to document appropriate strategies and support,
including professional learning activities, to support the achievement of the goals.
c) Systematically collect evidence, sourced from the everyday work of the individual that, when
considered holistically, will demonstrate the individual’s progress towards their goals. This
evidence will include as a minimum (but not be limited to):
- data on student learning and outcomes (including but not limited to formal assessment data)
- feedback from peer observations of teaching practice
- results of collaborative practice with colleagues.
d) Receive ongoing formal and informal feedback on their performance and development throughout
the annual cycle.
e) Participate in a structured discussion with the supervisor to facilitate the provision of a review on
progress towards the goals and formal written feedback, informing the following cycle.
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Principal Classification Structure
Term 1 2016
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Pivotal Reform Platform
functional realignment
doing business differently
streamlining, minimising duplication, increasing efficiencies
having a ‘clear line of sight’
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Our Approach
Schools in partnership with their
communities decide how to best
meet student needs
We need to work in different ways to
provide services that schools request
We provide high quality advice,
support
and services to facilitate the work of
schools
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One State One Public Education System
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There are 2216 principals of public schools
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There are 65 Directors, Public Schools NSW with an
average of 34 principals
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There are 4 Directors, Educational Services
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There are 4 Executive Directors, Public Schools NSW
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There are 4 Executive Directors in State Office
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There are 14 State Directors providing statewide policy and
frameworks
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DIRECTORATE/REGION
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Key Aspects of Our Model
•Principals are accountable for the effective leadership and
management of their school
•Directors coach, mentor, advise and support principals
•Directors are accountable to an Executive Director
•Principals reporting to a director are called a network
•Educational services will be provided close to schools
•Educational services team is led by the Director Educational
Services
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Key Aspects of Our Model

focussed clearly on schools and their communities

schools decide how best to meet student needs
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Local Schools, Local Decisions gives greater local authority
and decision making to principals
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changing context means we need to work in different ways to
provide services that schools request into the future

high quality advice, support and services facilitate the work of
schools, and meet the needs of our most vulnerable students.
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Key foundations of our model
of support to schools
one State one System
Local, less hierarchical
dynamic structures and
systems
Coaching
Mentoring
Local Decisions
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NO regions,
boundaries,
silos or
footprints
NOT inspectorial,
no ownership
by Directors
NO
supervisory
role of
principals for
Executive
Directors
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Pivotal parts of the new model
and Business Systems – the
enabler of change
 Learning
 Networks
– the organiser of change
 Principals
working with their
communities – the drivers of change
working with principals – the
builders of innovation
 Directors
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Directors, Public Schools NSW
NSW Secondary Principals'
Council
Parents and Citizens
Association
NSW Primary Principals'
Association
Business / Industry
Director
Public Schools NSW
Director, Educational
Services and officers
Director colleagues
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Local Members
Media
School
Communities
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Directors, Public Schools NSW and Directors, Educational Services
Profile
Decision Making and Correspondence
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•
Delegate responses to official correspondence to the correct level.
Directors sign off where they are the most appropriate person. This should be the default position.
Structures
•
Executive Directors establish structures that provide Director to Director support, development
and feedback.
Ensure that the infrastructure is in place to deliver support to Directors so they can focus on the
strategic aspects their support role to principals.
Development of state-wide director networks.
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Messaging
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Set out a clear vision of the Director role in the business and as the local face of the Department.
Executive Directors and other senior officers should be describing the Directors role at every
opportunity and allowing them the trust and authority to live the role as described.
Refer contacts and meeting requests to the relevant Director where appropriate as the default
position.
Contacts with partner agencies at the local level should be made with Directors.
School visits should be made by the Director.
Presentation assemblies and school functions should be made by the Director.
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Directors, Public Schools NSW and Directors, Educational
Services Profile
Engagement
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Directors to speak at conferences.
Directors to present papers and articles for publications.
Directors to share professional articles among themselves and principals.
Directors to take lead roles in District Parents and Citizens organisations.
Directors to take lead roles in District AECG organisations.
Directors take lead for NGOs, business and partner engagement
Communication
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Structure opportunities for Directors to provide the local face in media.
Directors to present training and mentoring across networks.
Directors to participate in seminars and training classes, e.g. Executive Connections meetings
through the Public Service Commission.
Develop Directors' capacity to provide consistent, high quality written communication in all forms
at all times. Apply the Department's Correspondence Guidelines at all times.
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Directors, State Office
NSW Secondary Principals'
Council
NSW Primary Principals'
Association
Corporate Services,
Office of Education,
Office of Communities
Business / Industry
Director
State Office
Minister’s Office
Other Govt Agencies,
Media
NGOs,
Director colleagues
Office of Director
General, DDG,
Schools,
Director
Educational
Services
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Educational Services for Schools
Needs based brokering
of services requested by
schools
Local Schools,
Local Decisions
Learning and
Engagement
Specialist staff to support
school principals as
required
Delivery of specialist
services to principals,
staff and students
LOCAL PUBLIC SCHOOL
2014
Collaboration with local
and state office Directors
Educational services
close to schools
Learning and Business
Systems
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Close relationships with
school principals to
coordinate services
requested
Learning and
Leadership
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“There are thousands of people in
government bureaucracies whose job it is
to complicate matters….. To get anything
done, a countervailing force is required:
people who will simplify, keep bringing
people back to the fundamentals:.”
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•
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What are we trying to do?
How are we trying to do it?
How do we know we are succeeding?
If we are not succeeding, how will we change things?
How can we help each other?
These five simple questions become the essence of what we do. The secret lays
in asking them calmly and persistently.
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Thank you
for your ongoing quality work
in improving the learning outcomes for our students and
your professionalism and credibility in raising
standards and expectations
for the students we collectively serve.
PUBLIC
SCHOOLS
NSW
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SCHOOLS
NSW
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