Public Schools NSW Conference 22 & 23 January 2014

1. Greg Prior DEPUTY DIRECTOR-GENERAL SCHOOLS ADJUNCT PROFESSOR, SCHOOL OF EDUCATION UNIVERSITY OF WESTERN SYDNEY Public Schools NSW Conference 22 & 23 January 2014

2. Acknowledgement • Welcome • Introductions • Overview • Leadership • Key Reforms • Implementation • Accountability • Capability

3. Global Education Reform Movement Competition Standardization Test Based Accountability Choice Professionalism • Collaboration • Creativity • Trust Based Responsibility • Equity

4. A learning and leading organisation for all Quality Student Learning Experiences Staff, Schools and System Leading for Learning

5. Teacher and Leader Learning Building individual and collective capability School Learning Self-regulation and efficacy Student Learning Assessment of holistic learning Planning, Monitoring and Reporting Consistent Standards Validating judgements Validation Processes External audit and validation teams Accreditation and Recognition Australian teaching standards and principal standard

6. Enablers of a Dynamic Learning System What do leaders need to ensure? What makes a powerful school system? Vision Purpose & Planning

8. Public Service CommissionGSE 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.

9. Public Service CommissionGSE 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.

10. 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. Public Service CommissionGSE Act Reforms 24 February 2014

11. Public Service CommissionGSE 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/

12. 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; Decisions can not be passed up the line, as evidenced in a risk-averse culture; and 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:

13. Capability Framework

14. Performance Development Framework

15. 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. Band 1 Graduate Band 2 Proficient Band 3 Highly Accomplished

16. New Structure and Transition from 2016

17. Performance and Development Processes for Principals, Executives and TeachersSemester 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.

18. Principal Classification Structure Term 1 2016

19. functional realignment doing business differently streamlining, minimising duplication, increasing efficiencies having a ‘clear line of sight’ Pivotal Reform Platform

20. 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

21. One State One Public Education System • There are 2216 principals of public schools • There are 65 Directors, Public Schools NSW with an average of 34 principals • There are 4 Directors, Educational Services • There are 4 Executive Directors, Public Schools NSW • There are 4 Executive Directors in State Office • There are 14 State Directors providing statewide policy and frameworks

22. 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

23. Key Aspects of Our Model • focussed clearly on schools and their communities • schools decide how best to meet student needs • Local Schools, Local Decisions gives greater local authority and decision making to principals • 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.

24. Key foundations of our model of support to schools NO regions, boundaries, silos or footprints one State one System Local, less hierarchical dynamic structures and systems NOT inspectorial, no ownership by Directors NO supervisory role of principals for Executive Directors Coaching Mentoring Local Decisions

25. Pivotal parts of the new model • Learning and Business Systems – the enabler of change • Networks – the organiser of change • Principals working with their communities – the drivers of change • Directors working with principals – the builders of innovation

26. Directors, Public Schools NSW NSW Secondary Principals' Council NSW Primary Principals' Association Parents and Citizens Association Business / Industry Director Public Schools NSW Local Members Director, Educational Services and officers Media Director colleagues School Communities

27. Directors, Public Schools NSW and Directors, Educational Services Profile • Decision Making and Correspondence • 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. • Messaging • 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.

28. Directors, Public Schools NSW and Directors, Educational Services Profile • Engagement • 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 • 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.

29. 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, NGOs, Media Office of Director General, DDG, Schools, Director Educational Services Director colleagues

30. Close relationships with school principals to coordinate services requested Needs based brokering of services requested by schools Specialist staff to support school principals as required Delivery of specialist services to principals, staff and students Educational services close to schools Collaboration with local and state office Directors Educational Services for Schools Learning and Engagement Local Schools, Local Decisions LOCAL PUBLIC SCHOOL 2014 Learning and Business Systems Learning and Leadership

31. “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:.” • 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.

32. 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.