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ASBA ASSOCIATE MAY 2023

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ASBA ASSOCIATE MAY 2023

5 Embedding Government Reform 10 Managing Reputation in Schools 16 Is Your School Prepared for ChatGPT ? 22 Saint Kentigern opens New Schools 28 Cyber Dangers for Primary Schoolers 32 A New Music Village at CGS 42 Does Business Etiquette Still Exist? 35 My School Website Update: What Makes a ‘Good’ School. ASSOCIATE Vol.64 May 2023 inside Published by IMAGE: Saint Kentigern preschool, shore rd, nz

1 Association of School Business Administrators Biennial Conference 24-27 September 2023 Melbourne Convention Exhibition Centre | Melbourne, Victoria Sponsorship Opportunities CONFERENCE HOST PLATINUM PARTNERS asba.asn.au www.asba2023.com.au Trippas White Group (TWG) is your trusted partner in Hospitality and Cleaning Services delivering highly tailored solutions for your most treasured resource, your students. As a partner, TWG strive to go beyond their day-to-day supplier duties to create a relationship built on commitment, trust and reliability. TWG’s experience across all aspects of hospitality, particularly prestigious education providers, ensures they confidently deliver practical, without-compromise, cost-efficient solutions. Dr Ian Lambert, Principal at The Scots College tells us how the partnership between Trippas White Group and The Scots College has evolved over the past ten years and why he feels like TWG are more than just the average contract catering supplier. How has the partnership evolved between The Scots College and TWG over the last 10 years? The key thing for us was finding a boutique provider, looking to make the provision of food and hospitality a port of distinction both for our boarders and for our community engagement. We had been with several large providers over time and found that they started well and overtime they didn’t finish well. Whereas with TWG, I believe they are a better partner today than when we began our contract with them, there’s never been a dip in the quality of service or food. The work they do with us just gets stronger and stronger, and it reflects that ‘perfectionist’ attitude they have at TWG, they evolve with the times. It’s evident in TWG that they want to improve as a team all the time and they are genuine about service and the culture of service, and we are very grateful for that. What makes Trippas White Group more than just a provider? TWG is not only partner in day-to-day operations but also outside of business hours. We have access to their event spaces and partners such as Sydney Tower Dining for our year 12 dinners and their partner AIS have designed dietary programs for our students and parents. TWG carry out their role with consistency and seamless transition between the high quality we receive at school and the out-of-hour functions. We often host international conferences and the enthusiasm from TWG, who see these events as opportunities and not beyond their scope of duties, is refreshing. We feel like TWG is on our team, and it’s not just your typical contractor-supplier relationship. TWG have also been involved in our indigenous program and theming our events. It’s been a wonderful experience, as a principal it makes my job easier knowing important elements of school life are being taken care of. Would you say that TWG can adapt their services to meet your needs? Yes, absolutely. The Scots College is a complex campus, operating over 8 campuses. Sometimes I am amazed that we could have twelve functions running at the same time, from fine dining to cocktail parties to sports dinners and TWG scale up and down accordingly, never missing a beat when delivering and adapting to the needs of the different guests. The structure, quality and trustworthiness from TWG is very apparent and is noticed by our staff, parents and students. What is a stand-out moment for you from TWG as a partner?? A special moment for The Scots College was when we were looking for a way to ensure our indigenous community and culture would be truly established for years to come. We decided on unveiling a statue of an indigenous student at our school and hosted an indigenous dinner catered for by TWG, who then came forward as the major donor and that is symbol of TWG’s passion for what The Scots College are doing and our shared passion for community engagement. “Our partnership throughout the years has allowed our wider school community to bond, grow and build relationships and I think that’s very important in an educational environment”. Advertorial Caretakers of iconic locations Excellence in premium dining and event production Award-winning and headline-making Partner with iconic schools HIGHLY TAILORED SOLUTIONS FOR YOUR MOST TREASURED RESOURCE GET IN CONTACT Patrick McCartney | Head of Commercial & Compliance, TWG [email protected] Derek Kinnes | Head of Hospitality Services, TWG [email protected]

Embedding government reforms Modern classrooms demand the latest technology. Our new range of affordable, Android-based Interactive Whiteboards offer a suite of built-in tools to capture student imagination and increase classroom participation. Easy to use, a single cable is all that’s needed to start a lesson and power your device. > 4K UHD display > Wireless presentation and collaboration > Whiteboard app > Quick web browsing RICOH A-Series Interactive Whiteboards Built for Education Bringing people, processes and technology together. 13 RICOH Discover the A-Series range today> Visit ricoh.com.au/interactive-whiteboard Ricoh Australia Pty Ltd; ABN 30 000 593 171; Level 1, 2 Richardson Place, North Ryde, NSW 2113, 13 RICOH (13 74 264) ©2023 Ricoh Australia Pty Ltd. All rights reserved. Ricoh® and the Ricoh logo are registered trademarks of Ricoh Company, Ltd.

MAY 2023 5 Embedding government reforms takes time & skill ISA Update Non-government school administrators know all too well that implementing and embedding government reforms can require both the efforts of schools and the provision of skilled advice and support The non-government school sector is undergoing transformation. Increasing enrolments, new schools, government reforms, and a shortage of specialised staff all contribute to a dynamic sector. Throw into the mix the rapid growth in small and lowfee schools and recent changes to NAPLAN testing, it is understandable why school leaders are concerned about ensuring government reforms are working effectively. There are many challenges for schools in implementing and embedding the Australian Government’s education agenda and schools rely on the support provided by the Australian Government to implement and embed reforms. And it is often the smaller and low-fee schools that are growing that most rely on additional training and support to ensure they are serving their students and their families effectively. This is why the Non-Government Reform Support Fund is so important. Since 1992, the Australian Government has provided support to non-government schools to address disadvantage. The first reform support fund was established in 2014, following the Gonski Review. The fund recognised the valuable work of the Associations of Independent Schools and Catholic education bodies in assisting non-government schools to implement government reforms. Since 1992, the Australian Government has provided support to non-government schools to address disadvantage. The first reform support fund was established in 2014, following the Gonski Review. The fund recognised the valuable work of the Associations of Independent Schools and Catholic education bodies in assisting non-government schools to implement government reforms. Since 2014, the Independent and Catholic Non-Government Representative Bodies (NGRBs) have helped non-government schools successfully implement numerous reforms including: a Schools have successfully transitioned to NAPLAN online. a The data collected through the Nationally Consistent Collection of Data on School Students with Disability is more reliable. aSchool board members have gained greater understanding of governance and financial management. (continued on page 6) Modern classrooms demand the latest technology. Our new range of affordable, Android-based Interactive Whiteboards offer a suite of built-in tools to capture student imagination and increase classroom participation. Easy to use, a single cable is all that’s needed to start a lesson and power your device. > 4K UHD display > Wireless presentation and collaboration > Whiteboard app > Quick web browsing RICOH A-Series Interactive Whiteboards Built for Education Bringing people, processes and technology together. 13 RICOH Discover the A-Series range today> Visit ricoh.com.au/interactive-whiteboard Ricoh Australia Pty Ltd; ABN 30 000 593 171; Level 1, 2 Richardson Place, North Ryde, NSW 2113, 13 RICOH (13 74 264) ©2023 Ricoh Australia Pty Ltd. All rights reserved. Ricoh® and the Ricoh logo are registered trademarks of Ricoh Company, Ltd. Growth in non-government schools Independent schools are continuing to grow and interestingly, a lot of the growth is in low-fee schools. While the accessibility of low-fee schools is great for families, many of these schools and other non-government schools face particular challenges that shouldn’t be ignored. Recent data shows that enrolments in non-government schools rose by 3.2 per cent in 2022. This is despite Australia experiencing population growth of 0.3 per cent in 2022, the lowest in more than two decades. In the Independent sector, student numbers grew by an additional 21,379 students in 2022 to 688,638 full-timeequivalent students. The data also indicates that families are increasingly finding Independent schools that meet their needs and expectations – and their budget. Aboriginal or Torres Strait Islander students and students from disadvantaged families are also strongly represented in the trend towards Independent schools. The Independent schools enrolling these children are often new or small and offer specialised programs and support.

6 ASBA ASSOCIATE NAPLAN online Teachers will need to understand what insights can be gained from comparing the 2024 NAPLAN data with the 2023 data (2023 being the first year to reflect reforms) to inform their teaching plans and practices. New challenges: Schools need to understand what the branched testing method and new assessment based on proficiency standards (rather than bands) is telling them about students, student achievement, school curriculum and planning. Parents/Carers need to understand what the new data means for their child’s education, especially if the child has not achieved proficiency in literacy and numeracy. Without support, teachers’ ability to use NAPLAN data to improve student learning would be limited. ISA Update Deep diving into enrolment data The Independent school sector is experiencing its strongest growth in student numbers in more than a decade and the highest share of new enrolments across all three school sectors. To better understand these striking trends, Independent Schools Australia (ISA) has dived deep into the data. ISA used school-level data to examine key characteristics of Independent schools, enrolment trends over the past five years, and the types of schools experiencing growth, where they are and the fees they charge parents. The data includes non-systemic (Independent) Catholic schools. There are currently 4 million full-time equivalent (FTE) students enrolled in Australian schools across all sectors. The government school sector enrolls most students (2.6 million or 65 per cent of total enrolments), followed by the Catholic school sector (0.74 million or 18 per cent) and the Independent school sector (0.67 million or 17 per cent). A tale of different states and regions Independent schools in all states and territories saw strong or higher than usual levels of growth in 2021. This occurred during the period of huge disruptions caused by the pandemic. The biggest enrolment growth in Independent schools was in New South Wales, Victoria and Queensland, which account for 76 per cent of all Independent school enrolments and 87 per cent of the growth in enrolments over the past five years. In 2021, New South Wales Independent schools enrolled the most additional students (7,511), while Queensland Independent schools experienced the highest rate of enrolment growth (4.5 per cent). To put that in perspective, in the previous five years, New South Wales enrolled an average of 4,400 additional students per year while Queensland’s enrolment growth rate was 3 per cent per year on average. HOWEVER the work on these reforms continues and should not be underestimated. Better student outcomes result from staff who have the knowledge and training to build on the reforms already implemented. Such development in teachers’ efficacy comes from the support and training provided through the Non-Government Reform Support Fund. The immediate needs include training for non-government school boards and staff to; + better understand NAPLAN data, now that testing and assessment have changed + continue improving the collection and use of data about students with disability + upskill the increasing number of new board members to manage the complex financial arrangements central to school viability. Students with disability There is ongoing work to be done to ensure schools know how best to make appropriate adjustments for their students with disability. This requires a deep understanding of the NCCD and the essential practices that support it. Ongoing challenges: School leaders and educators need to ensure that they are making the right adjustments to ensure that students are included and supported at school. (Staff can access quality e-learning training modules through the NCCD Portal, but for optimal, specialised preparation, many staff need additional assistance to unpack this information.) Teachers need the capacity to design effective personalised learning and assessment plans for their students. Students need to experience a school environment that is designed to meet their needs. Schools need to participate in moderation activities to ensure that consistent judgements are being made in relation to the provision of adjustments across the sector. Without support, the nationwide consistency of data about students with disability would be lost. Appropriate academic support for students with disability, which is critical for learning and wellbeing, would also be lost. School boards School boards are critical for managing the finances of non-government schools. The rapid growth in the Independent school sector poses particular challenges for school boards and good governance. Growing challenges: Finding skilled board members, especially in outer suburban and rural schools Governance of low-fee Independent schools by skilled boards Volatility inherent in the funding model that makes long-term planning difficult. Without support, Independent schools would not receive the tailored governance training to address the particular and complex financial circumstances of operating an Independent school that is critical for long-term planning and viability. Embedding government reforms takes time and skill “Recent data shows that enrolments in non-government schools rose by 3.2 per cent in 2022. This is despite Australia experiencing population growth of 0.3 per cent in 2022, the lowest in more than two decades”.

MAY 2023 7 Anne Walker | Director, Media and Communications Independant Schools Australia ISA Update Deep diving into enrolment data The Independent school sector is experiencing its strongest growth in student numbers in more than a decade and the highest share of new enrolments across all three school sectors. To better understand these striking trends, Independent Schools Australia (ISA) has dived deep into the data. ISA used school-level data to examine key characteristics of Independent schools, enrolment trends over the past five years, and the types of schools experiencing growth, where they are and the fees they charge parents. The data includes non-systemic (Independent) Catholic schools. There are currently 4 million full-time equivalent (FTE) students enrolled in Australian schools across all sectors. The government school sector enrolls most students (2.6 million or 65 per cent of total enrolments), followed by the Catholic school sector (0.74 million or 18 per cent) and the Independent school sector (0.67 million or 17 per cent). A tale of different states and regions Independent schools in all states and territories saw strong or higher than usual levels of growth in 2021. This occurred during the period of huge disruptions caused by the pandemic. The biggest enrolment growth in Independent schools was in New South Wales, Victoria and Queensland, which account for 76 per cent of all Independent school enrolments and 87 per cent of the growth in enrolments over the past five years. In 2021, New South Wales Independent schools enrolled the most additional students (7,511), while Queensland Independent schools experienced the highest rate of enrolment growth (4.5 per cent). To put that in perspective, in the previous five years, New South Wales enrolled an average of 4,400 additional students per year while Queensland’s enrolment growth rate was 3 per cent per year on average. Addressing disadvantage Non-government schools play a key role in addressing disadvantage within Australia’s overall education system. Non-government schools enrol a significant and growing number of students who are educationally disadvantaged. Students at Independent schools reflect the full diversity of Australian society – including those who experience one or more types of educational disadvantage. Examples of the disadvantage faced by students include if they have a disability, are Aboriginal or Torres Strait Islander, if their family is economically disadvantaged or if they live in a remote area of Australia. Ensuring that all non-government schools can continue building the capability and capacity of their staff and boards is important not only to their students and school communities, but to Australian society overall. Students with disability i There are more than 142,000 students with disability enrolled in Independent schools. The proportion (21 per cent of enrolled students with a disability) is similar across all school sectors. i Independent special schools are dedicated to supporting students with disability in their education. One quarter (138) of all special schools in Australia are Independent. Aboriginal and Torres Strait Islander students i There are 41 Independent schools where the majority of students are Aboriginal or Torres Strait Islander, and 25 of these schools are dedicated entirely to this cohort. i There are 13 Independent schools enrolling Aboriginal and Torres Strait Islander students in areas where no other schools exist. These are in Western Australia (9), Northern Territory (3) and Queensland (1). i The number of Aboriginal and Torres Strait Islander students enrolled in Independent schools is growing faster year on year than other school sectors for each of the last five years. Students from disadvantaged backgrounds i Research shows that students whose parents have a low level of income or education are often at a disadvantage in their education. Such disadvantage is more evident the further away from a metropolitan area the family lives. i Around 17 per cent of children who attend an Independent school have a family income in Australia’s lowest quartile. For Catholic schools, it is 16 per cent and for government schools it is 30 per cent. Remote locations i There are 39 Independent schools in remote or very remote areas. Of these, 33 are in Western Australia and Northern Territory. i Boarding schools are crucial for many families living in remote areas. There are 143 Independent boarding schools across Australia, including schools serving Aboriginal and Torres Strait Islander communities. Independent Schools Australis is the peak body representing 1209 Independent schools across Australia and the member associations of Independent schools in each state and territory Embedding government reforms takes time and skill Percentage of students with disability in Independent schools 21% Number of Aboriginal or Torres Strait Islander students in Independent schools 17,752 Students of families in the lowest quartile for income 17% Number of Independent schools in a remote or very remote area 39

MAKE EVERY DAY AN OPEN DAY Higgins Coatings’ national network of local experts can upgrade and maintain your school’s paintwork for your next open day and throughout the school year. We have been working with schools around the country since 1949, so you can trust Australia’s largest family-owned painting contractor to create an environment in which your students thrive. PAINTING IS WHO WE ARE P 1300 HIGGINS higgins.com.au SPEAK WITH YOUR LOCAL EXPERT TODAY OUR AREAS OF EXPERTISE • General Painting • Maintenance Painting Solutions • Multi-campus Painting • Colour Specification and Consultancy • Specialised Access • Classroom Refurbishments* • Project Management *Subject to location HC_2023_ASBA_MagazineAd.indd 4 21/03/2023 4:14:20 PM MAY 2023 9 School Marketing Managing REPUTATION IN SCHOOLS We need a working framework that captures these diverse and confronting challenges for schools going forward. The conclusion is that schools should pay attention to reputation management. While most schools now have in place measurements (satisfaction surveys etc.), rarely do they incorporate a serious measure or management of reputation. What could be more important now than a baseline measure of reputation for improvement and responsive action in these uncertain times? Nothing is more valuable to a school than a positive and strong reputation. Reputation is an exciting concept for senior managers in schools to more formally consider in that it is viewed positively within the education community, relative to concepts such as ‘branding’, ‘customer satisfaction’ and even ‘marketing’ (expensive, commercial, and superficial). Almost universally, school leaders are having to focus on renewing their school identities in a rapidly changing and redefined context. However, all too often we see in schools that interest to shape reputation only comes formally onto the radar when a crisis occurs (like Covid 19)! Schools less understand or practice a deliberate and whole of school approach to managing reputation. There is a genuine lack of robust evidence, measurement and coordinated responsibility in schools to build a deliberate and enduring reputation. Reputation management requires a strategic understanding and evidence led approach that closely aligns what a school says (its promotion/marketing) with what it does (education reality in delivery). Critically, an assessment of reputation should be a first step in shaping a schools’ future strategic priorities. The power of reputation Abraham Lincoln once said that: ‘Character is like a tree and reputation like its shadow. The shadow is what we think of it; the tree is the real thing.’ In 2023, can any school really afford not to know the trees from the shadows? Parents make choices on which school to send their children, largely based on its reputation – stories in the press, the neighbour’s views, the verdict of another parent, the opinion of a relocation agent, a glimpse of unruly students at a bus stop – what’s typically called ‘word of mouth.’ Parents may supplement this word of mouth with more factual metrics – like league tables, costs, distance to travel, staff profiles, academic success – but this intangible we call reputation will certainly play a part in their choice. All those reading this in a school will know of the centrality of reputation to successful recruitment and retention. 0ur many years of research with schools internationally lead us to conclude that schools have at their hands no more important asset than their reputation. Yet there has not been a robust and evidence-based method for schools to measure and benchmark reputation.

10 ASBA ASSOCIATE School Marketing Ambrose Treacy College fulfills its dream Master Plan Managing REPUTATION IN SCHOOLS Building Reputation Reputation is often discussed in schools but rarely defined. Reputation can be visualised as three interlocking circles that can be drawn as a Venn Diagram. The first circle represents ‘Credentials’ – what a school can attest to or prove as facts of attainment or value. The second circle represents ‘Perception’ – what outside interests like the lady next door, the local business community, the specialist educational journalist, say about you. The third circle ‘Desired’ refers to what the school has articulated as an ambitious, engaging future. Like a Venn Diagram, the three circles should overlap. The more the three circles overlap the more alignment there is in the school’s reputation between its components – and the more robust (compelling and cogent) its reputation will be. 2 Building Reputation Reputation is often discussed in schools but rarely defined. Reputation can be visualised as three interlocking circles that can be drawn as a Venn Diagram. The first circle represents ‘Credentials’ – what a school can attest to or prove as facts of attainment or value. The second circle represents ‘Perception’ – what outside interests like the lady next door, the local business community, the specialist educational journalist, say about you. The third circle ‘Desired’ refers to what the school has articulated as an ambitious, engaging future. Like a Venn Diagram, the three circles should overlap. The more the three circles overlap the more alignment there is in the school’s reputation between its components – and the more robust (compelling and cogent) its reputation will be. Protecting and enhancing reputation There is increasing recognition of the importance of auditing reputation and stakeholder relations and gauging their views. There is also evidence of a greater focus in schools on the flip side to reputation, namely, self-definition. Self-definition is to do with clarifying vision and identity, what sort of school you want to define yourself as and the journey of change and renewal you plan to take. Selfdefinition is increasingly becoming the subject of more systematic processes in schools. When members of a school’s management and Board are themselves not clear about the vision, values and measures of success for the school, they can hardly be surprised if the outside world has a foggy view of the school as well. A good reputation depends significantly on positive and clear self-definition. There is also a growing emphasis on internal communications in managing reputation in schools, but much still remains to be done in this area. If schools want to be seen positively, one of the first things they need to ensure is that their staff are professionally well developed and engaged. Credentials Perceptions Desired Protecting and enhancing reputation There is increasing recognition of the importance of auditing reputation and stakeholder relations and gauging their views. There is also evidence of a greater focus in schools on the flip side to reputation, namely, self-definition. Self-definition is to do with clarifying vision and identity, what sort of school you want to define yourself as and the journey of change and renewal you plan to take. Self-definition is increasingly becoming the subject of more systematic processes in schools. When members of a school’s management and Board are themselves not clear about the vision, values and measures of success for the school, they can hardly be surprised if the outside world has a foggy view of the school as well. A good reputation depends significantly on positive and clear selfdefinition. There is also a growing emphasis on internal communications in managing reputation in schools, but much still remains to be done in this area. If schools want to be seen positively, one of the first things they need to ensure is that their staff are professionally well developed and engaged. It’s still the case, however, that most school leaders only really focus on reputation management when there’s a crisis. Some schools have contracted public relations support at such times in an attempt to control the damage. That’s understandable, but it doesn’t address long-term reputation management. Good reputation is the result of the strategic and proactive management of the perception of interest holders: students, parents, the school community, wider community and other public associations. It shouldn’t be confused with public relations, which offer a tactical and reactive form of management. If a comprehensive and accurate audit of stakeholders is a first step, an important second step is to accept that it’s highly unlikely that there will ever be only one perception of your school. The reality is that multiple perceptions or reputations can and do exist for virtually every school. Some important starting considerations are: • Define and segment your stakeholders (in some workable way) • Define the reputation you want • Define the key measures (drivers) of reputation for each stakeholder audience • Identify the channels by which your segmented stakeholders gather information about your school, and communicate their opinions about the School Any such evaluation should look at both the internal and external picture. Contact Dr Stephen Holmes at [email protected] for further details. Dr Stephen Holmes B Ed, MBA, M Ed Admin, PhD (School Marketing and Reputation) Dr Stephen Holmes is the Founder and Principal of The 5Rs Partnership (www.5rspartnership.com), in Singapore, a global consultancy specifically for schools in strategy, marketing, and reputation, established in 2004 opera6ting in every continent including Australia. With an extensive teaching and management background in both schools and universities, Stephen has been consulting with schools internationally at the highest levels for three decades and has an unmatched client list in breadth and depth. He is also the author of a specialist book on marketing and reputation strategy for schools. Stephen is the only full-time practising consultant in the world with a PhD in marketing and reputation management for the school sector.

MAY 2023 11 Industry Issues Does CULTURE ‘EAT STRATEGY for breakfast’? Management educator and thinker, Peter Drucker, is attributed with the famously pithy quote, culture eats strategy for breakfast.” In the context of leading schools, what do we know about workforce culture? How can business managers and school leaders contribute to a positive workplace culture? And, does culture, in fact, usurp effective strategy? What is organisational culture? The simplest working definition of organisational culture is “how things are done around here”. When we talk about culture, we’re talking about shared beliefs, shared values, and behavioural norms that shape how work gets done—the unspoken forces that guide how adults behave when they’re getting work in schools. Similar to Schein’s definition from the 1980s, Lee Yohn (2021) in the Harvard Business Review describes culture as “the ways people in the organization behave and the attitudes and beliefs that inform those behaviors (i.e., ‘the way we do things around here’ — including formal, stated norms as well as implicit ways people work and interact)”. From Schein’s seminal work through to more contemporary thinking about organisations, a common theme is that some aspects of culture are formal and visible, while others are informal and less visible, but similarly influential. Schools are foremost a place of learning, but they are also workplaces. In schools, some of the visible, formal influences on organisational, or workforce, culture can include things like mission statements and mottoes, organisational policies, procedures, and leadership style; less-visible, informal influences can include things like stories and even subtle individual behaviours. 6 elements of organisational culture Organisational researchers Gerry Johnson and Kevan Scholes (1999) use the idea of a cultural web to identify six elements that shape and explain culture. As part of a ‘web’ each of these elements of culture influences the others: “Culture is the deeper level of basic assumptions and beliefs that are shared by members of an organization, that operate unconsciously and define in a basic ‘taken for granted’ fashion an organization’s view of its self and its environment.” Edgar Schein (1985) Stories - Based on an organisation’s history, these are the enduring stories—factual or mythical—people share. These stories help define an organisation’s values, priorities, and behaviours. Rituals and routines - Rituals and routines are the everyday behaviours that define what is expected and accepted in an organisation. In short, they are the “unwritten rules” that shape actions. Symbols - Symbols are the official and unofficial visual representations that define an organisation, such as a logo or dress code, or specific employee experiences and events to which people attribute meaning (e.g. team updates and meetings, projects or group activities) Organisational structure - Organisational structure refers to both the formal structure or organisational chart as well as the informal structures of power and influence. Control systems - Control systems shape how things get done in an organisation and include systems for quality, risk, and rewards. Power structures - Power structures are the formal and informal influences on decisions, operations, and strategic directions. 1 2 3 4 5 6

12 ASBA ASSOCIATE Does culture ‘eat strategy for breakfast’? What do we know about organisational culture in schools? In many organisations, culture is ethereal: observed, but seldom measured. We struggle to define it, yet we feel its impact daily. In schools, culture is often spoken about as a critical factor in attracting and retaining staff. We also know workforce costs account for a significant proportion of a school’s operating costs. So, it makes sense to understand not just school culture, but school workforce culture. “Culture is like the wind. It is invisible, yet its effect can be seen and felt. When it is blowing in your direction, it makes for smooth sailing. When it is blowing against you, everything is more difficult.” Walker & Soule (2017) Now in its fourth year, the State of the Sector research initiative (PeopleBench 2022) sheds some light on the views of Australian educators on how organisational culture is experienced “on the ground” in schools. The findings reveal important insights for school leaders in terms of workforce sentiment, how culture is experienced by different roles in the school, and the characteristics of positive cultures. When asked to describe their school workforce culture, encouragingly, the most common theme from Australian educators was Collaborative/ Cohesive. Almost 25% of respondents used words like these to describe their school’s culture (Chart 1). The next most prevalent theme related to optimism for the future, followed by references to an Energised/Engaged culture. Negative-toned descriptions of workforce culture were more fragmented: the three most common themes (Overworked/Pressured; Hierarchical/traditional; Distressed) accounting for less than 14% of total responses each. While a majority of respondents described their school’s workforce culture in positive terms, this pattern did not play out the same for different role types. While school leaders and those in HR/business roles were much more likely to express positive sentiments and use optimistic language to describe their school’s culture, a considerable majority of teachers reported negative sentiments, with themes around fatigue, overwork, pressure, and distress dominating. For example, Principals’ descriptions of their school’s culture were more likely to be positive than the overall average—over three-quarters of respondents used a positive term. Other Senior School Leaders, including Business and HR Managers, reported similar positivity to Principals in their descriptions; references to a collaborative/cohesive culture were either the most common or second most common theme. However, Teachers were more likely to use a negative word than a positive one to describe their school’s workforce culture. Their responses included themes which spoke to cultures of Overwork and Distress. Educators who viewed their school’s culture as positive referred to collaboration, cohesion, cooperation, and engagement. On the flipside, negative experiences of culture included feeling overworked or pressured, or working in an environment that was more hierarchical than collaborative. When we asked participants to describe a situation that exemplified their school’s workforce culture in action, we observed some variability in responses by role type. While Teachers, Middle Leaders, HR/Business professionals, and Other Senior School Leaders were most likely to cite examples of employees’ dedication to serve students or their school community, Principals were more likely to cite an example of staff working together cooperatively or cohesively (consistent with the words they used to describe the culture). Other examples often referenced service-oriented or kind and caring behaviour. Among HR/ Business staff and Other Senior Leaders, a notable minority provided an example that spoke to change hesitance/resistance in their school. These examples were less likely to be cited by respondents in other roles in schools. In one word, describe your school’s workforce culture overall (PeopleBench State of the Sector 2022) Chart 1:

MAY 2023 13 Industry Issues Features of positive school workforce culture. The State of the Sector research suggests the following features engender a positive experience of work and a positive culture: Service-orientation Cooperation Collaboration Collegiality Care Kindness Trust Source: State of the Sector 2022, PeopleBench Whose responsibility is culture, anyway? While leaders have a responsibility to model culture, everyone has a role as a “culture builder” in organisations, no matter their job title. In schools, all staff can play a role in creating and shaping culture. Management professional, Scott Behson (2022) describes four simple, yet powerful, ways every employee can contribute to a positive culture at work: Get to know people on a personal level - Make regular, small gestures to get to know and support your colleagues. This could take the shape of a lunch or breakfast together, a cup of coffee, or even an email or message. Celebrate success (and be creative) - Take every opportunity to recognise and appreciate your colleagues’ contributions and life events. Whether it’s thanking someone for their help, celebrating a milestone or achievement, or remembering their birthday, Behson says simple gestures “can create a genuine culture of care”. Show up for people without judgment - Apply perspective to situations where you may feel jealous or resentful at work. Offer support and empathy as much as possible, while also being mindful of your own needs and boundaries. Set the example - Take the opportunity to formally and informally lead the way in your organisation. Get involved with workplace improvement initiatives, as your schedule allows, amplify positive stories and examples, and contribute to a positive culture as a caring and reliable role model. Opportunities for business managers and school leaders. We know people want positive, meaningful experiences of work. When we don’t provide these experiences, they leave. We also know from credible educational research that teacher turnover negatively impacts student outcomes (Darling Hammond, 2010). School Business Managers, along with their leadership colleagues, have a number of key opportunities to promote a positive and engaging culture in their school and contribute to a workplace where staff can build a sustainable career. “Cultures are like buildings. Without proper maintenance, they fall apart. A culture needs regular service, and sometimes a full-scale renovation. So how do you know what kind of maintenance your culture needs?” Adam Grant (2022) 1 2 3 4 Set the example - Take the opportunity to formally and informally lead the way in your organisation.

14 ASBA ASSOCIATE 7 8 Does culture ‘eat strategy for breakfast’? 5 6 Start by understanding the culture you have. An important first step in moving your school toward the culture you want—one that will support your school’s goals—is properly understanding the culture you have. If you don’t know what kind of workforce culture you have now and how it manifests in the workplace it’s harder to know what to change to make your school an amazing place to work as well as to learn. Understanding your current culture, its areas of strength, and staff feedback on what could change has a number of benefits. First, understanding employees’ real experiences and perceptions helps to bridge the potential gap between how leaders may experience culture differently to their staff. Second, staying attuned to your current culture, and how it changes over time, helps leaders identify workforce culture risks early, and take targeted and deliberate action where required. Third, this step is a strategic one toward creating an environment people really want to work in, and one where they will choose to stay. Engage culture as a lever to improve the experience of work. Organisational culture does not exist in isolation. If we are to think about the whole hire-to-retire lifecycle of employees in school, culture can be considered an enduring element that ‘wraps around’ an employee’s experience from onboarding through to exit. Culture is one of the levers schools can engage as part of their overall workforce strategy to improve the experience of work. Undertaking initiatives to create a more positive culture, within the context of a workforce strategy with a three-to-five year horizon, is critical to building schools that enjoy a sustainable supply of staff—and a sustainable capacity to deliver high quality educational experiences. Does school workforce culture “eat strategy for breakfast”? An evidence-informed workforce strategy will help ensure a culture is shaped and maintained with intention. The humans at the heart of the school workforce will all play a role in creating it. “Culture is one of those intangibles that is very hard to define but needs to be designed and implemented—and never by default.” Jacob Engel (2018) References Behson, S. (2022, February 2). 4 ways every employee can contribute to company culture. Harvard Business Review. https://hbr.org/2022/02/4-ways-every-employee-can-contribute-to-company-culture Darling-Hammond, L. (2010). Recruiting and retaining teachers: Turning around the race to the bottom in high-need schools. Journal of Curriculum and Instruction 4(1), 16–32. Engel, J. M. (2018). Why does culture ‘eat strategy for breakfast’? https://www.forbes.com/sites/ forbescoachescouncil/2018/11/20/why-does-culture-eat-strategy-for-breakfast/ Grant, A. (2022). The 4 deadly sins of work culture. TED. https://www.ted.com/podcasts/worklife/the-4-deadly-sins-ofwork-culture-transcript Johnson G., & Scholes, K. (1999). Exploring Corporate Strategy (5th ed). Essex: Prentice Hall. Lee Yohn, D. (2022, February 8). Corporate culture is everyone’s responsibility. Harvard Business Review. https://hbr. org/2021/02/company-culture-is-everyones-responsibility PeopleBench. (2022). State of the Sector. https://stateofthesector.peoplebench.com.au/ Schein, E. H. (1985). Organizational culture and leadership: A dynamic view. San Francisco: Jossey-Bass. Walker, B., & Soule, S. A. (2017, June 20). Changing company culture requires a movement, not a mandate. Harvard Business Review. https://hbr.org/2017/06/changing-company-culture-requires-a-movement-not-a-mandate Mike is a researcher and decision scientist with experience in both academic and applied organisational settings. As PeopleBench Chief Research & Insights Officer, Mike combines his practical consulting skillset with a restless curiosity and a passion for designing research which creates real-world social impact. PeopleBench is a school workforce improvement company. Through our online platform, Community of Practice and advisory services, we are helping schools across the globe Build Better Education Workforces. www.peoplebench.com Mike Hennessy Chief Research & Insights Officer PeopleBench Connect to your school community with the Sentral for Parents Portal and App. Superior functionality for your school staff and teachers, built with student wellbeing in mind. 35+ customisable modules to suit your school’s individual needs. One Platform For Efficient School Management Join us at the ASBA Biennial Conference in September to discover why over 2,500 schools across Australia trust Sentral! Sentral.com.au C M Y CM MY CY CMY K Sentral_ASBA_Full_page_297x210_4mm_Bleed_v4.pdf 1 29/03/2023 14:54

NOVEMBER 2022 15 9 10 MAY 2023 15 Connect to your school community with the Sentral for Parents Portal and App. Superior functionality for your school staff and teachers, built with student wellbeing in mind. 35+ customisable modules to suit your school’s individual needs. One Platform For Efficient School Management Join us at the ASBA Biennial Conference in September to discover why over 2,500 schools across Australia trust Sentral! Sentral.com.au C M Y CM MY CY CMY K Sentral_ASBA_Full_page_297x210_4mm_Bleed_v4.pdf 1 29/03/2023 14:54

16 ASBA ASSOCIATE Is your school prepared for ChatGPT and the rise of AI?

MAY 2023 17 Technology Is your school prepared for ChatGPT and the rise of AI? Is your school prepared for ChatGPT and the rise of AI? Do teachers know how to use it for a tool for learning? Recent research of computing teachers suggests not. The findings come as a new free guide, ChatGPT for Teachers, written by a computing teacher, offers support to teachers wondering where to start. The research conducted by BCS, The Chartered Institute for IT, with its Computing at School (CAS) teacher network, found that 62 per cent said chatbots like ChatGPT will make it harder to mark students’ work fairly. The majority (56 per cent) of the 124 computing teachers in the study, did not think their school had a plan to manage incoming use of ChatGPT by pupils. A third reported that early discussions had taken place and a further 11 per cent said a plan was being formed. ChatGPT is a large language model (LLM) which can answer questions in a seemingly natural way, and is trained on a massive data set. It has been shown to be able to create passing grade answers at university level, but it is fallible. A recent public demo by Google’s own AI service, Bard, produced a wrong answer. Awareness of ChatGPT Over three-quarters of computing teachers (78 per cent) rated the general awareness of the capabilities of ChatGPT among colleagues at their school or college as ‘low’ or ‘very low’. However, 45 per cent of the computing teachers were confident ChatGPT is a tool that will improve teaching in their school, long-term. For example, helping to plan assignments and support students with research techniques. Most schools are unprepared for the impact that ChatGPT and AI will have on teaching and learning, according to research of computing teachers. But rather than banning AI, teachers need more support to harness its potential. Victoria Temple from BCS, The Chartered Institute for IT, explores the topic Computing teacher Evan Dunne has written a free guide for teachers with tips and advice about how to use ChatGPT to improve and develop teaching. His ‘ChatGPT for Teachers’ guide has been published by Computing at School (CAS) as part of its free library of resource materials and is available to download from the CAS website. “The capabilities of AI chatbots in transforming education and assessment are only beginning to be recognised by schools and teachers,” said Evan. “Beyond the ability to generate, for instance, an adequate essay, ChatGPT also has immense potential for revolutionising learning. But despite enthusiasm from tech-savvy educators and computing teachers, a significant knowledge gap exists among the teaching community regarding how to use ChatGPT and its competitors,” said Evan. “This knowledge gap leaves teachers struggling to navigate the uncharted waters of these powerful technologies.” Awareness of ChatGPT To address this, Evan’s ChatGPT for Teachers guide aims to equip teachers with the knowledge and strategies necessary to effectively navigate the rise of AI in education. The guide covers topics such as identifying AI-generated work, setting clear guidelines and expectations, educating students on the risks and ethics of using AI-generated work, and considers the use of AIgenerated work for educational purposes. “As a tool, ChatGPT is incredibly versatile, with the potential to generate human-like responses to text-based prompts. However, teachers are of course concerned about the possibility of students using AI to generate work that appears to be original,” said Evan. He explained that signs of AI-generated work may include a lack of coherence or complete understanding of a topic, as well as odd phrasing resulting in unnatural sentence structures. And training and teacher skill is also likely to improve and develop. “Although AI detection software is still in its early stages and not always effective at detecting plagiarism or AI-generated content, teacher training courses in this area are likely to become more prevalent as educators seek to better identify and prevent plagiarism,” he said. Julia Adamson, MD for education and public benefit, at BCS, The Chartered Institute for IT agreed that giving teachers the skills to use AI as an educational tool will be increasingly important. “Assuming these generative AI programmes remain freely accessible, teenagers are going to use them to answer homework assignments – just like adults will come to rely on them at work,” she said. “Computing teachers want their colleagues to embrace AI as a great way of improving learning in the classroom. However, they think schools will struggle to help students evaluate the answers they get from chatbots without the right technical tools and guidance. “Calculators used to be banned from exams but are now mandatory. We need to bring machine learning into mainstream teaching practice, otherwise children will be using AI for homework unsupervised without understanding what it’s telling them.” “The capabilities of AI chatbots in transforming education and assessment are only beginning to be recognised by schools and teachers”

18 ASBA ASSOCIATE Industry Issues ADOPTING ADAPTING OR Adopting or Adapting your HR and Payroll Systems In the commercial environment, the prevailing attitude is that you should adopt new Commercial Off The Shelf (COTS) technology by changing your business processes to get most value from the asset you have just invested in. In this article I try to assess this view from an educational context as educational institutions have far more complex business processes to manage. Independent schools face unique challenges when it comes to managing their payroll and HR processes. With a diverse workforce consisting of both teachers and support employees, there are many factors that need to be considered when choosing the right software for managing payroll and HR tasks. We will explore the key differences between adopting and adapting payroll and HR software in independent schools, with a focus on the complexity of managing teacher and student workloads. Adopting Payroll and HR Softwaare Adopting payroll and HR software refers to implementing an off-the-shelf solution that has been developed by a third-party provider. This approach can be appealing to independent schools, as it offers a pre-packaged solution that can be quickly implemented. The benefits of adopting payroll and HR software include: Ease of Implementation: Adopting Payroll and HR software is often the quickest and easiest way to implement a new system. This is because the software has already been developed based on standard processes and is ready to be installed, configured, and tested. Cost-effective: Adopting payroll and HR software can be cost-effective, as it avoids the need for development and maintenance of a customised system. Scalability: Adopted software can be scaled to meet the needs of the school, without requiring extensive development work. Requirements: For the most part adopting this software covers most of the schools’ requirements, but in my experience you never get 100% of your core requirements, you generally get between 75- 90% coverage. The last point is key for many decision makers. So how do you manage the 10-25% gap in your requirements? Over the last 30 years I have seen schools do the following to cover this gap: Workarounds: Which means doing activities outside the software, this is generally in Excel. This is where we see most compliance breaches and inconsistency. If you have multiple workarounds, what we see is increased workload for the team managing the payroll. Reporting: Creating and generating reports to provide the information and activities to cover this gap. This also creates additional workload and increases the chance of data leakage. Using the system to do something it was not designed to do: In most software applications there are usually several ways to get the same result. Sometimes to get this result you need to push the boundaries or limitations of this software. This can lead to stressful conversations with the vendor when this doesn’t work due to mandated upgrades or a change in the design of the software. In summary, adopting payroll and HR software may not be suitable for some independent schools. This is particularly true for schools with complex requirements, such as those that need to manage the workloads of both teachers and students. Adopting Payroll and HR Software Adopting payroll and HR software refers to implementing an off-the-shelf solution that has been developed by a third-party provider. This approach can be appealing to independent schools, as it offers a pre-packaged solution that can be quickly implemented. The benefits of adopting payroll and HR software include: Ease of Implementation: Adopting Payroll and HR software is often the quickest and easiest way to implement a new system. This is because the software has already been developed based on standard processes and is ready to be installed, configured, and tested. Cost-effective: Adopting payroll and HR software can be cost-effective, as it avoids the need for development and maintenance of a customised system. Scalability: Adopted software can be scaled to meet the needs of the school, without requiring extensive development work. Requirements: For the most part adopting this software covers most of the schools’ requirements, but in my experience you never get 100% of your core requirements, you generally get between 75-90% coverage. The last point is key for many decision makers. So how do you manage the 10- 25% gap in your requirements? Adapting Payroll and HR Software Adapting payroll and HR software refers to customising an off-the-shelf solution to meet the specific needs of the school. This approach can be more complex than adopting payroll and HR software, but it offers greater flexibility and control over the system. The benefits of adapting payroll and HR software include: Customisation: Adapting payroll and HR software allows schools to customise the system to meet their specific needs. This is particularly important for schools with complex requirements, such as Gym and Swim, boarding, and camps that need to be managed for both teachers and students. While this approach can be expensive initially, it means you are using the core part of the software with a configuration tailored to your processes. This will also make upgrades harder as you will need this customisation work reviewed by the vendor when upgrading and your team need to test during an upgrade to see if functionality still works as intended. your HR and Payroll Systems

MAY 2023 19 In the commercial environment, the prevailing attitude is that you should adopt new Commercial Off The Shelf (COTS) technology by changing your business processes to get most value from the asset you have just invested in. In this article I try to assess this view from an educational context as educational institutions have far more complex business processes to manage. Independent schools face unique challenges when it comes to managing their payroll and HR processes. With a diverse workforce consisting of both teachers and support employees, there are many factors that need to be considered when choosing the right software for managing payroll and HR tasks. We will explore the key differences between adopting and adapting payroll and HR software in independent schools, with a focus on the complexity of managing teacher and student workloads. Adopting or Adapting your HR and Payroll Systems In the commercial environment, the prevailing attitude is that you should adopt new Commercial Off The Shelf (COTS) technology by changing your business processes to get most value from the asset you have just invested in. In this article I try to assess this view from an educational context as educational institutions have far more complex business processes to manage. Independent schools face unique challenges when it comes to managing their payroll and HR processes. With a diverse workforce consisting of both teachers and support employees, there are many factors that need to be considered when choosing the right software for managing payroll and HR tasks. We will explore the key differences between adopting and adapting payroll and HR software in independent schools, with a focus on the complexity of managing teacher and student workloads. Adopting Payroll and HR Softwaare Adopting payroll and HR software refers to implementing an off-the-shelf solution that has been developed by a third-party provider. This approach can be appealing to independent schools, as it offers a pre-packaged solution that can be quickly implemented. The benefits of adopting payroll and HR software include: Ease of Implementation: Adopting Payroll and HR software is often the quickest and easiest way to implement a new system. This is because the software has already been developed based on standard processes and is ready to be installed, configured, and tested. Cost-effective: Adopting payroll and HR software can be cost-effective, as it avoids the need for development and maintenance of a customised system. Scalability: Adopted software can be scaled to meet the needs of the school, without requiring extensive development work. Requirements: For the most part adopting this software covers most of the schools’ requirements, but in my experience you never get 100% of your core requirements, you generally get between 75- 90% coverage. The last point is key for many decision makers. So how do you manage the 10-25% gap in your requirements? Integration: Adapting payroll and HR software can help schools to integrate the system with other software and systems used within the school, such as student and Finance information systems. Control: Adapting payroll and HR software provides schools with greater control over the system, allowing them to make changes and adjustments as needed. In summary, adapting Payroll and HR software may be more expensive and time-consuming than adopting an off-the-shelf solution initially, the solution is tailor made for your processes and may reduce the ongoing cost to manage your Payroll and HR processes. Independent schools face unique challenges when it comes to managing their Payroll and HR processes. Adopting payroll and HR software can be a costeffective and efficient solution for some schools but may not be suitable for those with complex requirements. Adapting payroll and HR software provides greater flexibility and control over the system but can be more expensive and timeconsuming. Ultimately, the right approach will depend on the specific needs of the school, particularly when it comes to managing the workloads of teachers, support staff and students. This is why you need to do frequent reviews of your software, processes, and procedures/ policies to ensure you remain compliant and efficient. One of the key challenges faced by many independent schools is managing the workloads for teachers, and support staff. This requires a Payroll and HR system that is flexible and adaptable, and that can handle complex scheduling requirements. Adopting Payroll and HR software may not be sufficient for schools with complex scheduling requirements. This is because off-the-shelf solutions may not be able to handle the unique needs of each school. Adapting Payroll and HR software can be a better option in this case, as it allows schools to customise the system to meet their specific needs, but this comes with additional cost and time when implementing. I would encourage any school to constantly review their software, processes and procedures/policies to ensure that your ways of working and your software remain compliant. It is not uncommon to see some schools review this every 5 or 10 years, and this is far too infrequent in my opinion. This should be done yearly, like you do a financial audit every year to ensure your financials are good. Managing Teacher and Support staff Workloads Payroll and HR software can be a better option in this case, as it allows schools to customise the system to meet their specific needs, but this comes with additional cost and time when implementing. I would encourage any school to constantly review their software, processes and procedures/policies to ensure that your ways of working and your software remain compliant. It not uncommon to see some schools review this every 5 or 10 years, and this far too infrequent in my opinion. This should be done yearly, like you do a financial audit every year to ensure your financials are good. Independent schools face unique challenges when it comes to managing their Payroll and HR processes. Adopting payroll and HR software can be a cost-effective and efficient solution for some schools but may not be suitable for those with complex requirements. Adapting payroll and HR software provides greater flexibility and control over the system but can be more expensive and time-consuming. Ultimately, the right approach will depend on the specific needs of the school, particularly when it comes to managing the workloads of teachers, support staff and students. This is why you need to do frequent reviews of your software, processes, and procedures/policies to ensure you remain compliant and efficient. Doug Barker Senior Client Advisor P: 1300 287 213 Direct: 0430 105 505 E: [email protected] or [email protected] W: www.agilexperts.com.au or www.payrollexpertsaustralia.com.au L: (13) Doug Barker | LinkedIn www.agilexperts.com.au or www.payrollexpertsaustralia.com.au Doug Baker | Senior Client Advisor

20 ASBA ASSOCIATE Our Schools Environmental Warriors WINNING Proposal Students from Hume Anglican Grammar in Melbourne’s north were recently announced as winners of the 2022 ‘illuminate:nextGen Challenge’ for the third year running. The illuminate:nextgen Challenge is the flagship program of illuminate Education Australia, providing high school students with an authentic entrepreneurial environment for them to activate the confidence, creativity and capability to reach their full potential through solving problems in their community. As part of this year’s competition, students were required to prepare and present a fully integrated business proposal that would explore reducing waste and engaging community action on waste-related matters. Business teacher and the school’s Careers Counsellor Rochelle Rosendale said the students’ business choice was in line with the school’s environmental programs which included recycling, community involvement and awareness programs whilst also aligning with a number of the school’s core values, including excellence, respect and responsibility. Students from Hume Anglican Grammar enter the annual competition as part of their participation in the school’s SHINE Program – an endeavour which seeks to support gifted and talented students, their teachers and families, to understand them as learners and to strategically develop their gifts into talented outcomes. The group’s presentation would go on to win ‘Best Business Case and Financials’ along with the ‘Best Overall Solution’ award. They would later be approached by the Hume City Council, local industry specialists and private research University Worcester Polytechnic Institute, in Massachusetts, USA, to continue discussions in exploring ways to put their proposal into action. English teacher Shirley Kutin also worked closely with the students and remarks on their achievements. “We are just so proud of their achievements. These young adults are such amazing role models for their peers and now have a very real opportunity to drive positive environmental change that will leave a legacy for generations to come.” Kieran Mitchell | Business Manager

MAY 2023 21 Environmental Warriors WINNING Proposal

22 ASBA ASSOCIATE delivers New Girls’ School The magnificent new Saint Kentigern Girls’ School fronting Shore Road was completed in the first half of 2022. Four years in the making, the new School is custom designed for girls’ learning. The building’s open and friendly layout fosters connection and encourages collaboration, providing an inspiring environment for the girls to explore and learn. The new school has 19 classrooms with each syndicate having a dedicated floor and library, linked by a multi-purpose atrium. The classrooms are connected by collaborative learning spaces, complete with its own dedicated music rooms and art studio. Saint Kentigern Trust Board To keep pace with continued demand for places and the changing needs of students and their families, the Saint Kentigern Trust Board, has delivered the Shore Road Master Plan. Macky Senior Boys’ School The new Macky Senior School, which features three levels of spacious, technology-rich, and flexible learning areas was officially opened for the Years 7 and 8 Boys’ School students in February 2022. The Macky Senior School houses 12 new classrooms, collaborative learning spaces and a wide atrium staircase that doubles as access between floors and seating steps which can be used socially or for teaching, group gatherings or class presentations. The classrooms are just a corridor away from the Specialist Facilities, enabling easy movement between classes for the boys when attending their arts and creative technology lessons. collaborative learning spaces encouragING exploration and connection

MAY 2023 23 delivers Specialist Facilities The new Specialist Facilities, which share the same roofline as the Macky Senior Boys’ School, was completed and occupied at the start of 2022. This shared centre of excellence provides significant new amenities for scientific, artistic (visual and performance), and technological (food, hard and soft materials) learning. Based on a rostered timetable, Boys’ School and Girls’ School students take turns to learn a variety of specialist subjects with specialist teachers in well-equipped teaching and learning spaces. This dedicated annexed building has Food Technology and Dance and Drama rooms, Hard and Soft Materials rooms, three Science labs, two Design classrooms, three Art studios, three Music spaces and three Music rooms. Each floor offers breakout and presentation spaces away from classrooms. New Preschool The Preschool moved to their brand new Shore Road premises in January 2023. With stunning viewshafts to Hobson Bay and the Hauraki Gulf, the new Saint Kentigern Preschool is nestled in a tree-encircled location at the western boundary of the Shore Road campus. This beautiful new Preschool is a distinct, circular-shaped building. With a central playground and learning spaces built around it, this single-storey building is designed to provide a secure and active environment that eases movement and encourages exploration and connection for Saint Kentigern’s youngest students. The building sits unobtrusively within the existing mature trees and vegetation and is the final piece of the Trust Board’s Shore Road Master Plan. on its Shore Road master plan What’s next? Pakuranga Campus Master Plan A review and refresh of the Pakuranga Campus (home to our College) Concept Master Plan developed in 2018 is progressing well with the first phase stakeholder engagement completed. Phase two is currently in progress with an anticipated completion date of mid-2023 Our Schools Confirmed in 2018 and completed in 2023, it is one of the largest projects undertaken by Saint Kentigern. A new Girls’ School and Preschool, a dedicated Senior Boys’ block, and a Specialist Facilities building for use by both primary schools, are now open on their Shore Road Campus in Remuera. Merle Boniface | Chief Operating Officer collaborative learning spaces encouragING exploration and connection

NEWS from the CE O 2023 is such an exciting year for ASBA with the postponed National Conference finally here! ASBA Limited along with ASBA (Vic) are so looking forward to hosting all of you in Melbourne this year at the Melbourne Convention and Exhibition Centre at what will be a great conference to learn, to socialise and most of all to network with old colleagues and new. We are expecting up to 800 delegates and 200 partners in attendance along with an exhibition with 120 booths. What a spectacular event it will be! Shaped to showcase Victoria’s specific locations, flavours and events, the Conference will be really special and with the Early Bird Registration at the same price as ASBA2017 at a very low $660 per head, it’s a bargain! Make sure you register before the Early Bird ends. Go to https://www.asba2023.com.au for all the information and to register. ASBA Matters ASBA Roadshows 2023 The first ASBA Roadshow was run in Brisbane on 24 March and was a great success. A slightly different format is in place this year, with Deloitte’s Maybelle Chia (Director, Accounting & Technical) joining us in travelling across Australia this year to present the morning session along with an economic update and a tax update presented by two of Maybelle’s local Deloitte colleagues. The feedback was very positive after the first session particularly noting how enthusiastic Maybelle was about accounting issues! The afternoon session is led by Proteus Leadership and will teach you to ‘Present with Confidence’. This first session was led by Jen Bierge and was a terrific session which was enjoyed by the 80 Queenslanders in attendance. The Roadshow was also attended by NGS Super and Ricoh representatives and the day was a very successful one, with great interaction, much laughter and a lot of networking and learning. The details of all the Roadshows are on the opposite page. If you haven’t registered, yet, make sure you do so on the ASBA website. It is a wonderful event made possible by the support of ASBA’s six Platinum Partners. Pip Thomas | Chief Executive Officer 24 ASBA ASSOCIATE

26 ASBA ASSOCIATE Bond’s Centre for Enterprise Governance in partnership with ASBA is pleased to announce the launch of

MAY 2023 27 Technology What are the Cyber Security Dangers for Primary School Kids? Some of the Facts and Challenges While many social media apps and platforms aren’t designed for children under 13 years, recent reports reveal that there are more minors using social media than ever before. YouTube is the most popular, with 80% of kids aged 8 to 12 using it regularly, and just under half of the kids surveyed understand the importance of blocking people, using privacy settings, and turning their locations off. The 2021-22 Safer Kids Online survey, conducted with 2,383 kids aged between 6 and 13 years, measured kids’ cyber wellness, online behaviour and understanding of cyber risks, and their perception of the social media and gaming landscape. Some 28% of the kids surveyed had experienced someone being nasty or hurtful toward them online, but 21% couldn’t discern, or understand if they had been confronted or bullied either way. More minors using social media than ever before. Children are increasingly using technology for entertainment, learning, exploring new interests and communicating with their friends and family – sometimes through gaming. As technology progresses, they will further expand their online experience, and whilst they broaden their learning, they open themselves up to increasing vulnerabilities. Most minors are cyber security savvy. Some other key statistics identified were: • Around 84% of children between 6 to 13 years old said they know what to do to avoid cyber risks. • Almost 50% thought the internet was more dangerous now than before the pandemic. • Close to 85% recommended seeking advice from a parent or responsible adult when being approached by strangers online. • 54% were very worried about ‘getting hacked’ or getting a virus on my device. • And speaking of devices; the top device used for this age group was a tablet at 70%, with computer or laptop second. It’s great that kids in Australia are able to deal with cyber risks confidently, but there are still concerns. Increased engagement in gaming and social media broadens their exposure to cyber risks such as sharing personal information unintentionally, aggression and trolls, hate speech, cyber grooming, inappropriate content, phishing schemes, scams or accidentally downloading malware. More can be done to keep our younger kids safe, while learning to navigate the internet and cyber landscape effectively. (continued page 28)

28 ASBA ASSOCIATE Technology The Educator’s Role in Cyber Safety and Creating Great Global Citizens Schools and teachers have a fundamental duty of care in most cases to ensure their students are free from any harm, which includes the online world. While each Australian state has their own framework for what that looks like, there are simple ways that teachers can be confident they are doing what they can. Teachers are in the unique position of being able to impress the lessons of cyber safety on their young charges, supported by parents and families, through daily learning interactions, to give kids great foundations for the best online behaviour now and in the future. These are some cyber security strategies: • Update your own awareness and skills through free cybersecurity training, and keep informed about changes to the landscape and risks. • Be vigilant and keep an eye out for changing behaviour and device use. • Engage in open discussions, and Q&A sessions, to foster trust so they come to you if they are met with anything amiss. • Structure cyber safety learning into lessons – it could be through role play, via online gaming or educational videos. • Stress kindness in the online world, just as in the physical one. • Explain if they are unsure to pause and report. • Teach them how to screenshot their devices (if their parents haven’t). Cyber Security Dangers for Primary School Kids As we finally get back to some normality in the classroom and schools, it’s important to realise that with lockdowns and homeschooling through the pandemic, our kids are likely a little more versed in cyber safety, but with increased use, also comes increased vulnerability. As the trusted adults outside of their parents and family, it’s also important to know that it’s impossible to avoid all the risks, including cyberbullying behaviour, regardless of the security measures in place. Our kids naturally look to parents and teachers for advice and best online practices, but ESET encourages teachers to gain parent buy-in before they implement anything in support of keeping their students cyber-safe. Kelly Johnson is the Australia Country Manager of ESET, one of Europe’s pioneering cybersecurity companies. She has 30 years of experience in the IT industry, having managed teams from sales, marketing, procurement and operations and has worked in the ANZ market for over 12 years with all segments of the ANZ channel.

MAY 2023 29 Are You Really Prepared? International School Travel International school trips are a fantastic way to build immersive real-world experiences into any school program. In fact, the more experiential we can make our classrooms and approaches to learning the better. Be it languages, sports, history, technology, or cultural experiences, taking groups overseas on tours is now an important fabric of many schools. However, before we grab our passports and start planning the duty-free shopping, let’s take a step back and review some practical realities and potential downside risks of running international school programs and the potential dangers to which they expose staff, students, and the school. With four preventable student fatalities on school travel programs in 2019 and countless incidents which have exposed schools to adverse media attention and legal action, it’s critically important to ensure all staff have the right training, skills and experience for international travel which is far riskier and can have far greater consequence than any other program your school will ever run. As we know, the world has changed significantly in the last few years, and whilst we might be back to ‘business as usual’ in Australia, there are many countries with much lower vaccination rates and health care systems which remain under significant pressure. So we might be good to go, but what are we going to, and can we get access to suitable medical care for our staff and students if needed? Despite this added complexity, this is not the focus for us, nor in our opinion is it the greatest risk facing schools for their international travels. It does still add to the considerations we must make, but let’s take a look at a far greater concern for travel safety which is much closer to home and that is the inherently risky nature of these programs, the 24/7 care which staff must provide and the blurred lines and disconnect between personal risk and institutional risk which surfaces so often on international tours. I started over two decades ago in outdoor education and during this time ran a boarding school, spent over 1000 nights in a tent, treated countless minor injuries and illnesses, reviewed many thousands of student medicals, and headed overseas on international programs. In outdoor education, we always had that risk management focus for every program we ran. We carefully assessed the risks as a team, briefed our staff and students and continued to build a culture of safety for everything we did week in week out. Our training, qualifications, and experience in both high-level first aid and outdoor skills were extremely important. The level of scrutiny which was applied to us and our programs from the school admin was always high, and we were transparent in our approach to what we were doing. If something didn’t go to plan, we reported it and reviewed it. With all this in place invariably we were operating in-line with or exceeding industry standards and vary rarely did we have to deal with a significant issue. School Travel

30 ASBA ASSOCIATE School Travel However, in my experience with international school tours, most of the time schools are not running these programs with highly trained, skilled and experienced staff who plan for and proactively manage a range of complex risks on a daily basis. They’re mostly being run by classroom teachers who have an excellent academic skillset in the classroom and good intentions. However, often good intentions don’t translate into good safety practices when staff are responsible for students 24/7 in an unstructured environment, that has different cultures, laws, and standards from our own. Therefore, this strong classroom skill set is not what’s needed for the practical and often complex realities of taking students overseas and can result in a significant risk gap and potential exposure to massive liabilities which are difficult to defend. If we look at the four student fatalities which tragically occurred on international school programs in 2019, they were not in remote, high-altitude, high-risk locations on extreme expeditions. Rather, they were on programs which many would consider ‘low-risk’. Two of these students died on language programs in Europe. One student died on a cultural program in Vietnam and one student died on a history tour of the USA surrounded by some of the best medical facilities in the world that were readily available, literally minutes away at any point in time! When looking at these incidents from this point of view, it adds even more to the frustration as to why and how these student deaths occurred. The deaths of two of these students in different locations (one a history tour, the other a language tour) were eerily similar in that both of them had an infection which according to the coroners could have been easily treated by a doctor. However, according to the findings in each case, delays in decisions, poor communications with parents and not knowing the students as well as they should have, all combined to delay definitive medical care. International School Travel ...before we grab our passports and start planning the duty-free shopping, let’s take a step back and review some practical realities and potential downside risks of running international school programs and the potential dangers to which they expose staff, students, and the school

MAY 2023 31 Reading any coronial inquest is heart wrenching but reading ones where you can see red flag after red flag appearing is inexplicable. According to the coroner in one case, literally nothing was done by the teachers on the program until the girl collapsed from septic shock and went into cardiac arrest. Minutes later an ambulance was at the hotel, but by this point in time it was too late to save her… What’s the true cost of an international trip which ends like this? If you’d like a legal opinion, get out your cheque book and ask your lawyer as we’re experienced risk managers and not lawyers. However, in terms of the practical realities of the fall out from something like this, you have a family and friends who are shattered for the rest of their lives. No more birthdays, no more Christmases. These will just be haunting memories of what was and what should have been. You’re most likely going to lose staff as ongoing mental health issues such as PTSD is highly likely. One staff member from a Victorian School who was on one language program to Europe in 2019 has since died of a heart attack for which the family claims was related to the persistent stress caused by the student’s death. The lack of trust from the parent community will seep into every other program. The family will most likely sue, which will take years and the cost of which will be astronomical, running into the millions. The board will want to see action taken and could remove the head of the programs or even seek to dismiss the principal and insurance will go through the roof. If this sounds like a nightmare, then there’s the police and WorkSafe investigations. The harsh penalties that could be brought by the various statebased Work Safe organisations add significant weight to the seriousness of a preventable death. The industrial manslaughter laws and penalties were beefed up in 2020 in Victoria and other states continue to head in the same direction. The maximum penalty for a workplace fatality where negligence is proven can be up to twenty five years gaol for an individual and a $16.5million fine for the organisation. These sorts of criminal charges are generally aimed at members of the organisation’s leadership, not the person on the ground making the day-to-day decisions. Again, we come back to what training, skills and experience do your staff really have to be operating in a highly complex and dynamic environment in which they have minimal control over many risks? The simple solution would be to cancel everything, which would be ridiculous as international travel is a vitally important part of education. A more rational solution is to review how your programs are set up, how your staff and students are recruited and vetted, as well as what training, support, systems and processes are needed to safely run these programs. Managing risk with students in a dynamic environment is a specific skill set and a culture which must be developed and supported over time through effective planning, ongoing training, transparent reporting, review processes and regular stress testing. Good risk management decisions happen, weeks, months, and years in advance and through building a culture of risk management, you can be confident that your international programs are being well run and if something does happen, your staff can respond quickly and effectively to the situation at hand. It’s no longer ok (if it ever was) to have classroom teachers with a great idea for travel that ‘the students will love’ (which possibly came about from their desire to travel themselves and have someone else pay for it). Instead, there needs to be clear educational goals for every international program that’s being run. Each program needs to be carefully vetted and planned for by teams who understand the risks involved for each location to which they’re travelling. Have recced these locations to understand the nature of accommodation, healthcare and transport as well as the local environment and are well-trained and equipped to respond quickly and effectively to dynamic situations which arise along the way. David Gregory | Founder/CEO software www.xcursion.com.au podcast www.xperiential.education Level 2, 11 York St, Sydney, Australia P 0435329427 International School Travel are you really prepared? “... this strong classroom skill set is not what’s needed for the practical and often complex realities of taking students overseas”

32 ASBA ASSOCIATE Touches Down at Camberwell Grammar School A new MUSIC VILLAGE

MAY 2023 33 Our Schools A new MUSIC VILLAGE Camberwell Grammar School (CGS) has a rich history of music. Over 500 pre-prep to Year 12 students are involved in their flourishing and still-growing music program. In 2022, it became evident that the School had to create more music spaces - quickly. They calculated that they needed six additional small, private, music tuition rooms and a larger recital room for ensembles, choirs and class groups. They were modern, high-tech and architecturally designed, bearing little resemblance to the old-style Australian demountable classrooms. They were being used for many different purposes, including classrooms, music rooms, art studios, counselling rooms, STEM labs and staff areas. Feedback from staff on these visits was very positive and indicated that they were fast and easy to install, and added both aesthetic and functional value to school environments. “We had previously steered away from using prefabricated buildings because we felt that they hadn’t come at the quality we expect at the school.” said Jess Stryker, CGS Facilities & Operations Manager. “But once we saw the finished products in other schools, we understood that this wasn’t your typical sort of prefab space that we were creating.” They decided to proceed, and engaged Melbourne-based prefabricated pod company, Harwyn, to plan and build the project. As is the case with many inner-city schools, CGS is landlocked with limited accessible space to build upon. A small parcel of land on the inner boundary of the campus, between the Senior School Science block and Junior School, with a very busy walkway in between, was the only option available. The reality, however, was that any construction work in this area would have been too disruptive to daily life and would not have been able to meet the School’s budgetary constraints. A creative solution was needed. A member of the CGS management recalled coming across the concept of craning in prefabricated pods to create additional learning spaces at one of the annual ASBA conferences. After visiting a number of schools which had gone down this path, the team were impressed with these new-style prefabricated buildings. The design process included extensive consultation with the School about the size, layout, fittings, finishes and placement of the pods. The design was highly flexible, and able to be tailored to fit the School’s particular requirements. Special consideration was given to the space between individual pods (for optimal acoustic separation), external finishes to complement existing buildings and internal fittings to meet specific needs, such as deep storage cupboards for large instruments in the recital room. Of course, internal acoustic quality had to be of the highest standard. According to Harwyn CEO, Jason Fremder, a construction build on this site would have caused extensive disruption and taken months of on-site work. The pod project, by contrast, was fully installed over 2 weekends, with only very light follow-up work on-site and no interruptions to classes.

34 ASBA ASSOCIATE Our Schools The site preparation was minimal with the concrete-free footing system being completed in one day. The individual pods, manufactured in a local factory, were then trucked to site and craned into place. The larger recital room came in two prefabricated sections which were joined together on-site and completed within 2 days of arrival. As most of the work was inside, there was no dust and virtually no noise. With clever landscaping providing the finishing touch, the project has successfully transformed what was previously underutilised land into a vibrant centre of activity. The colourful pods, surrounded by gardens, walkways, decking and seating areas, have quickly become a major attraction where the students love to spend time. “We’ve really created something very special here,” said Ms Stryker, adding that “aesthetically the pods have a similar cladding to the adjacent building, and they look like they were really built for that space. The finishes and quality are great. Our teachers and students are very happy with them.” The pods are specifically designed for music. With a combination of acoustic treatments in the walls, internal cladding and carpeted floors, they exceed a high RW50 acoustic rating. They are also oriented for privacy and flooded with natural light, resulting in inspiring spaces with beautiful sound quality where students and teachers can feel free to express themselves. Staff and students are also finding other uses for the pods, including meetings, parent-teacher interviews and as spaces for private or small group tuition sessions. The adaptability of the pods is a major benefit for Camberwell Grammar, as they can be moved and repurposed as the needs of the school change over time. “This gives us future flexibility in terms of potentially being able to use them in a different location after we complete further significant building projects at the school,” said Ms Stryker. Other benefits include durability, minimal maintenance and sustainability. CGS’s pods are made from high quality and robust materials which are engineered to last. They are easy to clean and built to withstand the demands of heavy use by students. They are also made from recyclable materials and designed for energy efficiency, with full insulation and double glazing. Ms Stryker loves the aesthetic quality of this beautiful new section of the school, as well as the fact that the school community loves the outcome. “It looks really impressive and a whole space has been activated without any imposition on the kids in terms of shutting down areas for construction.” “The staff and students have been really happy, and the utilisation rate of the pods for music and other purposes is huge. I think the outcome is brilliant.” Jess Stryker | Facilities & Operations Manager Camberwell Grammar School A new MUSIC VILLAGE Touches Down at Camberwell Grammar School

MAY 2023 MAY 2022 35 The ASBA School Governance Program for Business Managers Bond’s Centre for Enterprise Governance in partnership with ASBA is pleased to announce the launch of 11/1/22, 9:47 PM ASBA School Governance Program | Bond University https://bond.edu.au/microcredentials/ASBA 2/13 complete all seven courses, you will receive a School Governance Program Certificate to recognise completion of the full program. art date: nytime elivery: 00% online self-paced ormat: eries of seven microcredentials 11/1/22, 9:47 PM ASBA School Governance Program | Bond University https://bond.edu.au/microcredentials/ASBA 2/13 complete all seven courses, you will receive a School Governance Program Certificate to recognise completion of the full program. art date: nytime elivery: 00% online self-paced ormat: eries of seven microcredentials The program will be offered as a series of seven courses at only $150 (plus GST) each and can be completed in any order. It will cover critical areas of professional development such as law and ethics, the role and function of the board, risk management and accounting. 11/1/22, 9:47 PM ASBA School Governance Program | Bond University https://bond.edu.au/microcredentials/ASBA 2/13 complete all seven courses, you will receive a School Governance Program Certificate to recognise completion of the full program. art date: nytime elivery: 00% online self-paced ormat: eries of seven microcredentials 11/1/22, 9:47 PM ASBA School Governance Program | Bond University https://bond.edu.au/microcredentials/ASBA 3/13 earning time: 15 hours per course ice: 65 per course 11/1/22, 9:47 PM ASBA School Governance Program | Bond University https://bond.edu.au/microcredentials/ASBA 3/13 earning time: 15 hours per course ice: 65 per course ASBA in partnership with Bond University is pleased to announce the launch of The ASBA School Program for Business Managers. This program, which is the fruition of two years’ collaboration, is a series of seven courses to be completed in any order covering critical areas such as law and ethics, the role and function of the board, risk management and accounting. The program is suitable both for ASBA members and for their school board members and executive team members. The modules are: Foundations of Law and Ethics The Role and Function of the Board Duties and Responsibilities of Directors and Officers The Board and Strategy Risk Management Accounting Standards and the Statutory Accounts CSR and Boards https://bond.edu.au/microcredentials/ASBA A new MUSIC VILLAGE Touches Down at Camberwell Grammar School

36 ASBA ASSOCIATE ASBA ScASBA School Governance Program hool Governance Program ASBA Professional Learning ASBA partnered with Bond University over a twoyear period to create The ASBA School Program for Business Managers. This program consists of seven micro-credential online modules that has content specifically written to be relevant to schools. Each of the seven modules involve around 8 to 10 hour time commitment, which can be completed at a pace that suits you. The program is suitable both for ASBA members and for their school board members and executive team members. This is available to ASBA members, as well as other people at your school such as Board members, with the Bond University Learner Portal easy to access. Modules can be completed in any order, with a certificate issued for each module and an overall certificate for the ASBA School Governance Program issued once all seven modules are complete. Thanks to the collaboration between ASBA and Bond University, the cost of each module is very low at $165. The seven modules in the Program are: 1 Foundations of Law and Ethics 2 The Role and Function of the Board 3 Duties and Responsibilities of Directors and Officers 4 The Board and Strategy 5 Risk Management 6 Financial Governance 7 Environmental, Social, and Enterprise Governance Fergus Leicester (ASBA (TAS) President and ASBA Board Director) was one of the first to complete the Program, offering the following comments: “In today’s ever-evolving world, the importance of continuous education cannot be overstated. Having recently completed this insightful online course on school governance, I recommend it to ASBA Members and school board members. This comprehensive course delved into the intricacies of school governance, offering a range of practical knowledge and tools to assist management and oversight of schools. The flexibility of online learning made it possible for me to pursue this course at my own pace and from the comfort of home. This format allowed me to engage with some material more deeply (environmental, social, and enterprise governance, strategy, as well as the psychology of risk were three highlights) and consider how to apply these concepts to real-life situations. In conclusion, I wholeheartedly recommend ASBA School Governance Program for Business Managers”. Further information can be found here: https://bond.edu.au/microcredentials/ASBA My Leadership Journey in 2022

MAY 2023 37 ASBA ScASBA School Governance Program hool Governance Program My Leadership Journey in 2022 My name is Richard Garner and I am the Business Manager (BM) at Toowoomba Christian College (TCC), a position that I have held for the last five years. Before working at TCC I worked in other management positions where I progressed my leadership skills. Last year I had the privilege of enrolling in the Arrow Executive Leaders Program and I can honestly say that this program has propelled my leadership journey more than any other and equipped me well to deal with the challenges that arise daily in my role as BM. (continued page 38)

38 ASBA ASSOCIATE My Leadership Journey IN 2022 Since 2016 TCC has been investing in their senior leaders and inviting on average one or two candidates per year to take on the challenge of the 12-month Arrow Executive Leaders Program. Late in 2021, I was being interviewed by the Executive Leaders Program Director, Kylie Butler, and I was at risk of making a significant mistake. Despite reading all the Arrow material upfront I had fallen into the trap of convincing myself that it wasn’t the right time for me to participate. I distinctly remember labouring to Kylie that my year ahead was full of interruptions, my family chaos(4 children), many other responsibilities and major change and that further study on top of this could be too much. Little did I know! Like most things in life though, it is only after walking the journey and most often the pain, do you get the blessing and full picture and understanding of God’s plan to stretch and grow you. Despite quite a disruptive interview on my part, Kylie graciously contacted me in December 2021 sharing with me that I had been accepted into the program. I honestly had mixed feelings. I researched further the course content and was presented with a reading list including quality texts such as Integrity by Henry Cloud; Jesus Centred by Steve Brown; Leading From the Second Chair by Mike Bonem & Roger Patterson and Good to Great by Jim Collins.

MAY 2023 39 Where are they Member Now?ship By August, and another few books on, I was flying to Melbourne for the next four day intensive (courses are Thursday to Sunday). This time would be spent on ‘Leading and Inspiring Teams’. Collectively I was growing, the timing was perfect and I was starting to add some small doses of wisdom to my knowledge. My daily decision making was improving, and I was using techniques in all my spheres back home, family, friends, church and work. My style was being tweaked as some pruning was taking place. Some level of guilt was there because I had tried to reject this offer. My network was growing of like-minded leaders, we challenged each other and tried to critically think problems and situations through. By now my teams at school were noticing a positive change and I was gaining traction. I was on a journey to grow and lead better. I had undertaken a 360 Degree Leadership Profiling Inventory and then invited 12 staff (including the School Board Chair, Principal, Executive Leadership Team, admin staff and teaching staff) to complete a feedback review of me. By this stage I was embracing being vulnerable. Some of the more practical tips were being implemented, my meeting formats were changing and staff at school by now wanted to know more about what I was learning. Leadership and managing people conversations were happening now at school and I felt like my attendance was having a positive influence. How amazing. As I continued to wrestle with the content of this course, considering what would a great leader do, I found myself in Sydney in early November for the final residential covering the topic of ‘Leading and Transforming Organisations’. Ironically, I now had a heavy heart because this was the end of something that I was so hesitant to do. How fascinating are human beings! I started to buy books from Audible. The course is a very well-constructed sequence including: online sessions to meet and greet; reading rooms online; prayer partners; peer group check ins, facilitated by a dedicated peer group leader (past students); three four-day intensives (residentials); a well-matched leadership partner and finishing off with a celebration dinner. All of this has led to life-long connections and a support network – what more could you possibly ask for in a life-changing leadership course over only 12 months? Whilst there are no official assessment pieces in Arrow, some participants choose to connect their participation in Arrow as subjects towards a Masters of Leadership. At the end of May I was driving to the first residential at Santa Teresa Spirituality Centre at Wellington Point, and it felt different to any of my usual undertakings in this chapter of my life. Upon arrival I was presented with a lanyard and a room key to a single person’s bedroom where I unpacked what little I had brought with me. Feelings of ‘what have I done’ started to wash over me. I prayed for peace and courage. This four-day residential was centred around the topic of ‘Leading Self’ and my Arrow journey had begun. I was soon in to the rhythm of the day and worship each morning settled me. It felt good. Things started to stir inside of me. The sessions on character and integrity helped me see that maybe I hadn’t ever made the mark, I started to dismantle some of my hard wirings. I started to understand that I could never have the integrity or character of Jesus Christ but I had plenty of room for improvement! I went to bed feeling inadequate and that I was falling short, maybe some of the growing pains and improvement had started. Inadequacy was converting to excitement. A threehour reflective session on one of the days helped me consolidate my thoughts as I enjoyed walking around the beautiful gardens contemplating some of life’s larger questions. I invited my wife to attend the celebration dinner on the final Saturday and was proud to introduce her to my Queensland (plus New Zealand) state peer group, which by now also included a New South Welshman. I was fairly certain this was linked to the recent State of Origin results (sorry Dave!). If I hadn’t grown or been stretched enough already, I was invited to say a few words at the dinner to round off the year in front of the full Arrow Board, other guests and my own cohort which I did more confidently given all that I had learnt throughout the year. I appreciate that some of my fellow ASBA members may not have read this far, but for those who have, I challenge you to consider your growth and invest your time wisely into leadership courses and select the right one for you. I have changed, grown and matured as a husband, friend and leader since completing the Arrow program last year. I am able to reflect back on the course material but more importantly I have gained a life-long prayer partner, a mentor and a network of almost 3,500 like-minded leaders across the globe who I can tap into at any time. Corporately the benefit may be around quality leadership and increased retention saving recruitment and re-training costs. I once read online ‘what if we train our staff and they leave, but what if we don’t train them and they stay?’ I’m thankful to God first and foremost for showing such grace and belief in me, along with my wife for holding everything together whist I participated in Arrow and to my employer, TCC, for funding this opportunity. As I sign off today, the only piece left for me to consider is how to give back to Arrow so this model of growing leaders can continue. I hope I have done this by sharing my experience on this platform so that others are aware of this opportunity. My hope is that this article may have stirred something inside you to know more about yourself. Richard Garner | Business Manager Toowoomba Christian College

4040ASBA ASS ASBA ASSOCIATE OCIATE Somerset Education www.somerseteducation.net GPO Box 3273 Brisbane QLD 4001 Australia ABN 72 369 008 673 Telephone 1300 781 968 Mobile 0417 618 899 Email [email protected] As a member of Chartered Accountants Australia and New Zealand the firm participates in a national liability capping Scheme. Accordingly, our liability is limited by a scheme approved under professional standards. Somerset Education is a registered Trade Mark. Inflation, recession fears, staff hire and retention concerns, changes in funding and fees combine to create a perfect storm for schools to navigate in 2023 and beyond. What are your school’s goals for the next five years? What wage rate and other cost increases are budgeted? What capital expenditure and debt are planned? How are grants changing and what fee increases are budgeted? Will the school be able to sustainably fund debt servicing and asset replacements while maintaining adequate cash reserves as a buffer against financial shocks, which are more likely in 2023 and beyond? The Somerset Education 10-year Budget Model together with the annual Financial Survey for Schools are tools that “dollarize” and answer many of these questions and empower Business Managers to be trusted advisers to their board and enable the school’s mission. By participating in the Financial Survey for Schools (FSS), together with over 600 other schools — Business Managers can simply and factually present trend and comparative financial information to the Board and Principal. This enables a better understanding of changes in performance and risk, therefore contributing to informed decisions and your school’s financial sustainability. We encourage schools to participate annually in the Somerset Education Financial Survey for Schools to Govern with Confidence by: • Using the Historical and Somerset Key Indicator (SKI) Reports to highlight past and future changes in your school’s performance • Using the Financial Performance Report — which compares over 60 ratios from your school with similar schools — to identify and quantify strengths and weaknesses • Informing and influencing strategic decisions and budgets • Dollarising and analysing the strategy into budgets and monthly Board Reports • Having a 24/7, 356-day, self-service portal which allows access for entering or changing data and for generating an unlimited number of reports • Knowing that 10 out of 10 participants recommend the FSS to others. Somerset Education ASBA_MAY2023 John Somerset, FCA Director

NOVEMBER 2022 MAY 2023 4141 Industry Issues Does it still exist within schools? Business Etiquette “Schools are all about education for the students, and giving great service to the parents (or grandparents) who pay the fees”. As a Business Manager or senior administration manager within your school, how many times have you heard that, or repeated something similar to your staff – hopefully to see it enacted. Whilst it is great to preach this sermon, how many schools actually perform in this way? (continued p42)

42 ASBA ASSOCIATE Industry Issues Telephone courtesy If someone makes a phone call, they actually want to speak to someone (otherwise they would have sent an email). It seems too easy for many people to just “filter” their calls in conjunction with the receptionist, and have the standard answer – they are in a meeting! We live in “real time” in many things we do. Social media and text messaging has trained us to provide short responses to many of the things we do. It makes me laugh when I hear the standard message on Voicemail – “Your call is important to me, and I will get back to you as soon as possible”. – and then you never hear back from them. Why not set some standards and hold people accountable to them? Maybe we should say “…and I will get back to you within 24 (or 48) hours” and hold the person accountable. Returning a call does not have to be a 30 minute exercise. Many times you are respected far more by just returning the call, and saying “hello” and I will try and handle the issue quickly, or if it is a no go, or not likely to happen for a couple of months – then say that. Do you ever ring your school or have someone else do it, and listen to how the phone is handled? Does it ring out, or does it finally get answered, or just kicked through to message bank? Does every call require you to listen to multiple number selections? If that is how your parents, suppliers and long term customers are exposed to your school, how do you think they feel? One school we have done major work for was set up so when you tried to call the Finance Director we were told to work with, the phone was never answered personally, and always said they were not available and then diverted to the PA. The PA NEVER answered the phone so you had to leave a message for the PA to ask the Director to return your call. NEVER was a call returned in the six months we were working with them on this Project! This should be seen as totally unacceptable. Luckily, we found a much more responsive assistant who took our calls, gave us her direct line and sorted out the data and decisions from their end. How does that reflect on working with a school as a Supplier in a $25,000+ project? Telephone etiquette is something that can be established in a school from the top down, and it is up to senior management to ensure that everyone performs at a reasonable standard. I joined a major oil company straight out of university – and in my planned five months of training I had to undertake a five day course called Marketing Communications and another five day course called Key to Salesmanship. One of the messages drummed into us was how do we plan and communicate with our customers in a proper and timely manner? In the days of letters, snail mail and STD phone calls, we were taught what was reasonable in responding to certain things, and how we should prioritise our work. Now that we have almost zero cost for email and phone calls, there is virtually no excuse for poor communications. Whilst many of us think we are busy, if we were organised and sorted out many of the perceived problems quickly, I am sure they would be resolved better and faster. From the Principal (and their PA) to the Business Manager and all of the non-teaching staff, should schools have standards to follow? If so, do senior management set good examples of what should be done, or does this upcoming generation of young, enthusiastic administration staff follow poor role models, and believe that is the way business is done? What do the parents and suppliers think of the school if Business Etiquette is poor?

MAY 2023 43 By Peter Buckingham Peter Buckingham BSc, GradDip (Market Modelling), CMC, CFE, FFCA, FIMC is the Co-Founder and Managing Director of Spectrum Analysis Australia Pty Ltd, the leading Demographic analysis and mapping company for schools in Australia. He was also a Federal Director and Victoria / Tasmania President of the Institute of Management Consultants. Peter is contactable by email at: [email protected] or visit spectrumanalysis.com.au. Email etiquette We all receive far too many emails, and part of that is because people love to CC: everyone in. If a person is doing that, it should be up to senior management to help them understand that their job is NOT judged by how many people they copy in on every email, but by the number of effective decisions or outcomes they achieve. Maybe my best suggestion to email programs would be to eliminate the “REPLY ALL” option! Once we do send a “reasonable email”, what is seen as a reasonable response time? Emails are often seen as the quick and easy way to communicate, and save the embarrassment of making a phone call and actually speaking to the person who you want a response from. I do note that whilst I receive many emails from Nigeria telling me they would love to partner with me in moving millions of dollars into my bank account, I can’t actually recall anyone having the gall to call me with one of those propositions! Emails can be answered with a quick response, hopefully courteous if the subject is not offensive or stupid, and at least the sender feels they have a response – even if it is not what they wanted. I become frustrated with some clients who when they want us, expect action in minutes, and when we ask them a simple question as part of their project, or even if we could we buy them a coffee or catch up, there is no response. Again, my view is if I was training managers in my business, I would preach that you should respond to every “reasonable” email within 24 or 48 hours. As to what is a reasonable email, I would add that if something can be resolved more quickly and easily with a brief phone discussion, email should be avoided. Likewise, if details need to be confirmed in writing, an email with a read receipt can be a very good option. Summary If you want your school to look professional, and you expect professional service from your suppliers, think how you operate within your school. Many Business Managers are ex-Managers themselves, and have had staff, often far more than in the administration of the school. Many know how they treated people in large companies, and must pull their hair out when their staff act unprofessionally. I challenge you as Business Managers to look at the way your school communicates with parents, other schools, educational associations and suppliers, and ask yourself if that is how you want to be seen? Empathy is putting yourself in the other person’s shoes, and seeing things from their point of view. In what ways can you under promise and over deliver going forward to ensure that people’s expectations are met?

Parents should make sure they ask their children what they want from a school or where they might like to go. For example, are they very interested in a particular sports or arts program at one school? Is going to school in their local area important? Where are their friends going? You can also ask other parents why they send their children to a particular school. Which school is best? School choice is taking place in a highly pressurised and ongoing debate in Australia. There are news stories about an “exodus” of students from the public system to private schools. It is important to look at the actual figures here. Between 2018 and 2022, an additional 71,388 students enrolled in Australian independent schools. Over the same period, an additional 47,657 students enrolled in government schools – so this is hardly an exodus. When thinking about schools, make sure you ask your child what they want. Shutterstock There is a demand for a diverse range of schools that provide different programs, philosophies and structures for young people. But while families obviously need to make their own choices, research shows students’ performance at school is largely based on their socioeconomic background rather than whether they went to a private or public school. MAY 2023 45 Industry Issues What is My School? The My School website is updated each year with information about every school in Australia. According to the site, this is to help parents and the community understand “the performance of schools over time”. My School includes information about enrolment numbers, attendance, the socioeconomic background of students and NAPLAN results since 2014. The site also provides information about schools’ finances, funding sources and the “post-school destinations” of students, which includes information about further education and training or employment six months after completing Year 12. Parents often worry about which school will be the best one for their children. Is the local public school the best option or would another public, faith-based or independent school be a better fit? The My School website has just been updated for 2023. This is the site launched in 2010 by then education minister, Julia Gillard, which allows you to search information about individual schools. If you are looking up My School data about your child’s school, what should you keep in mind? How do you know whether your school is a “good” one? The My School website has just been updated. WHAT MAKES A good school? My School does not measure school quality My School says it “does not measure overall school quality”, but instead “complements other reporting measures aimed at ensuring schools and school systems are accountable to parents”. In 2020, My School revamped its approach and got rid of direct comparisons between schools in favour of reporting on “student progress”. This charts average NAPLAN performance compared with students from similar socioeconomic backgrounds and comparable NAPLAN scores two years earlier. However, there is no doubt “high performing” schools are singled out for media coverage via the My School database and through their NAPLAN results. While My School actively discourages the use of its data to generate league tables, media reporting often does precisely this. On top of this, substantial concerns remain about the value of NAPLAN altogether. This includes detrimental impacts on staff morale and student wellbeing. Meanwhile, NAPLAN results do not necessarily tell you anything about the quality of a school and its teachers. My School does not give direct information about school culture, community connections and values, which are all important considerations when thinking about what makes for a “good” school. In short, parents should not read too much into NAPLAN results and My School information.

46 ASBA ASSOCIATE Technical Update Your planet. Your community. Your future. Your NGS Super. Invest in Your world. ngssuper.com.au/super-fund 1300 133 177 Issued by NGS Super Pty Limited ABN 46 003 491 487 AFSL No 233 154 the trustee of NGS Super ABN 73 549 180 515 5398 (0323) WHAT MAKES A good school? How can you get a sense of quality? A good school for your child is the one where they feel like they belong, are seen and heard by their teachers and peers, and where they are challenged by a curriculum that connects them to new ideas and ways of thinking about the world. There is simply no substitute for visiting a school, speaking to teachers and school leaders, and getting information about their programs and resources. Attending school open days and parent information evenings can also provide a useful source of information about the community and culture of the school. Parents should make sure they ask their children what they want from a school or where they might like to go. For example, are they very interested in a particular sports or arts program at one school? Is going to school in their local area important? Where are their friends going? You can also ask other parents why they send their children to a particular school. Which school is best? School choice is taking place in a highly pressurised and ongoing debate in Australia. There are news stories about an “exodus” of students from the public system to private schools. It is important to look at the actual figures here. Between 2018 and 2022, an additional 71,388 students enrolled in Australian independent schools. Over the same period, an additional 47,657 students enrolled in government schools – so this is hardly an exodus. There is a demand for a diverse range of schools that provide different programs, philosophies and structures for young people. But while families obviously need to make their own choices, research shows students’ performance at school is largely based on their socioeconomic background rather than whether they went to a private or public school. It’s not always the case of a super-rich private school versus an impoverished public school, either. For example, lowfee independent schools can struggle to meet basic resourcing for students, while government schools in affluent areas can generate substantial funds through voluntary parent contributions, fundraising and ventures such as outside school care and school canteens. It can also be easy to get caught up by marketing campaigns used during “open day” season, when schools (including public ones) compete for new enrolments and tout their academic achievements, programs and co-curricular offerings. If families do have a choice about schooling – noting that many do not – remember the value of a school is not just about how they rate on a website. A good school is one where your child is safe, feels like they belong and can participate in a rich learning environment. Stewart Riddle | Associate Professor School of Education University of Southern Queensland When thinking about schools, make sure you ask your child what they want “ “

NOVEMBER 2022 47 Your planet. Your community. Your future. Your NGS Super. Invest in Your world. ngssuper.com.au/super-fund 1300 133 177 Issued by NGS Super Pty Limited ABN 46 003 491 487 AFSL No 233 154 the trustee of NGS Super ABN 73 549 180 515 5398 (0323) WHAT MAKES A good school?

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