ASBA ASSOCIATE MAY 2024

ASSOCIATE Vol.66 May 2024 Published by IMAGE: Matthew Flinders Anglican College | INFINITY CENTRE P 23 6 Belgrave Heights Christian School | Primary Learning Centre 11 Building Capability | Who’s Steering the Ship 12 Green By Name | Melbourne Grammar School 18 ASBA Facilities Managers | Regional Meeting updates 21 Linked In Audit for Schools 23 Flinders World Class Infinity Centre 30 The Digital Classroom Downunder | A double edged sword 35 Fraser Coast Anglican College | The Ginn Centre 44 The Grass is greener on St Lukes Sports Field 55 School House Special | Diocesan School for Girls 61 Stepping Stones in your Master Plan Thomas Hassall Anglican College 67 ASBA 2025 inside

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MAY 2024 3 From the Chair ASBA Update I was recently asked what is it about my role that I enjoy? There is no doubt that the variety of tasks and responsibilities is up there. Further, the ability to influence positive student outcomes is significant to me. But I did add that the warmth and genuine friendship and support received from those who I have met via ASBA over the years is well up there too. I mention this as back in March the ASBA Limited Board together with Presidents/VP’s of the eight (8) Chapters all met in Canberra for a Strategic Retreat to plan the future of ASBA. I walked away from the sessions with a level of real energy and positivity knowing that our organisation across all member levels is in good hands and there is much to be proud of looking back and much to be excited by looking forward. Whilst Term 1 was busy and presented many challenges, it was again ASBA that gave me a spark and a level of enthusiasm to persevere and enjoy the opportunity to be a part of the future to benefit all our members. I was given the honour to Chair the organisation for a further 12 months following the AGM and I look forward to working with the Board and Chapters to continue our great journey. We turn 50 in 2027 at a national level (and then became Australasian when our NZ Chapter joined) and the Retreat provided us with the chance to plan what our future looks like and how we can work in unison and collaboration across the two countries to achieve the most effective and efficient professional development programs and networking possible for our members. The Retreat culminated with the drafting of what has been dubbed “The Canberra Agreement”. This document details a 13 point action plan that represents the intent of those present to strengthen the future horizons for ASBA at both Australasian and Chapter levels. In summary this Agreement commits the Association to work with the Chapters across a number of key operational, governance and professional development areas to enhance the delivery of member services. This was achieved following an excellent visioning session facilitated by David Bartlett of Resolve Consulting that saw us undertake an agile strategy workshop (as explained by David in the last Associate magazine). The role that we all play in school administration and management can sometimes present significant challenges, cause stress and be lonely. The wonderful aspect of our industry though is the collegial support that is available to us all particularly via our ASBA network. For years I have leant on many colleagues, who are now life long friends, to seek assistance, guidance or just to check if I am on the right track. We have to say ‘No’ often in our positions, otherwise the School would potentially go bankrupt!! This can cause conflict or anxiety and thus the need for support and to know that such help is only a phone call or email away is most comforting. Reimagine the structure of ASBA across the Australian and New Zealand (ANZ) landscape, by exploring an improved centralised service delivery model and the establishment of a financial and operational framework to underpin and secure our financial future. This objective was based on reducing the administrative burden for volunteers at Chapter level including the jurisdictional governance tasks that take up time and to allow the provision of executive support consistent across the region. Review the membership classification model noting there are variations across the Chapters and to ensure we offer a best practice approach to delivering member services and exploring how we best manage the professional development needs of all roles that support the corporate service functions within our Schools. This would include enhancing our member experience both from an induction and ongoing basis. Provide an information or knowledge hub via an improved website/member portal, improving our communications and allowing members to have access to a wide range of resources that will support them in their roles. A significant outcome was to encourage access by all member to professional development programs across the ANZ region irrespective of where you reside. All of our Chapters arrange terrific PD opportunities and many of them are now online (or for those members in border towns) so it was agreed that geographical boundaries should not preclude access. This coupled with the wish to continue to establish strong alliances and partnerships to enable further PD and member service opportunities will be key priorities for the Board to advance. In addition we will research the introduction of professional standards and code of ethics to protect members and the Associations. Review the sponsorship model that operates across all levels to ensure that it aligns and maximises the delivery of member services, primarily our professional development programs. In summary the Agreement commits us to:

4 ASBA ASSOCIATESBA ASSOCIATE BOARD NEWS ASBA Executive Mark Glover | Chair This work is predicated on the knowledge that ASBA holds a strong position in the marketplace and with the aim to continue to build a stronger brand presence working in collaboration with AHISA, ISC’s, ISBA and the like. Further, it was agreed that such work would be undertaken with the underlying principle of maintaining the Chapter identity, whilst in parallel undertaking this review work with a strong philosophy of collaborating and co-operating across the ANZ region. This will ensure that the strategic efforts brings about the best chance of achieving success for our members and the Association as a whole. We are excited by the proposition of what this strategy and the formal agreement brings to the Association. The Annual General Meeting of ASBA Limited was held in Canberra in March and at this meeting we formally acknowledged the services of Stuart Calvert (St Mary’s Hobart) who concluded his term on the Board. Stuart has held all three Executive positions during his tenure including President and served for over 10 years in addition to his long standing work on the Tasmanian Chapter. We are most grateful for Stuarts tremendous contribution and diligent service to ASBA and offer our sincere thanks for his efforts. Mr Jason Reeves (The Hutchins School, Hobart) has been appointed by the Tasmanian Chapter to the Board and it was wonderful to have Jason join us for the Retreat and AGM. We thank him for giving up his time to serve on the Board. Following the AGM, the Board convened annual executive elections and the following appointments were confirmed: Chair | Mark Glover Trinity Grammar School, Kew (ASBA VIC) | Email: [email protected] Deputy Chair | Johnny Ioannou Cardijn College, Aldinga (ASBA SA & NT) Treasurer | Heather Walsh Anglican Diocesan Services, Canberra (ASBA ACT) ASBA Chief Executive Officer and Editor of the Associate | Kathy Dickson Association of School Business Administrators PO Box 4157 Towradgi NSW 2518 Ph: 0413 484 303 Email: [email protected] We thank the Executive Members and Board Directors for their continued service to the Association. From the Chair [Continued] I left Canberra with a real sense of excitement, energy and enthusiasm for our future and look forward to working with the Board, our CEO and the Chapters to advance the Association and to ensure that ASBA continues to evolve and respond to the dynamic needs of our members, that will ensure our work supports the primary goal of our school in aiding positive student learning outcomes. Reports on our progress on these priorities will be provided to Chapters and Members over the coming months and we look forward to sharing the outcomes of the review work. Enjoy Term 2 and with various State Conferences and PD Sessions ahead, I look forward to meeting many of you as the year unfolds.

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6 ASBA ASSOCIATE Our Schools Belgrave Heights Christian School (BHCS) is a K to 12 school, originally started as a primary school back in 1983. Located in the leafy Dandenong Ranges, our property is on a generous slope that follows the descending contours to the Monbulk Creek which forms our rear boundary. We are surrounded by the beautiful forests of the Dandenongs, complete with kookaburras, rosellas, and even the odd kangaroo or two being spotted in the early hours of the morning (one getting stuck inside our secondary courts one morning and needed a hand to locate the exit). Primary learning centre BELGRAVE HEIGHTS CHRISTIAN SCHOOL

MAY 2024 7 Being blessed with the majesty of nature also brings with it, its own challenges. Nothing is straightforward and, as I’ve heard said by others; ‘anything is possible, it just costs more’. The first permanent primary school building, funded by the BGA, was constructed in the late 1990s and has since undergone a number of extensions to accommodate a growing school. Due to continued growth, a vision was born in 2018, to build a new, two level Primary Learning Centre alongside the existing primary facility. Plans were drawn and preliminaries undertaken. This process was not without its challenges, resulting in a change of architect part way through the planning stage. Works finally commenced in late 2019 and were expected to take between 18 months to 2 years to complete. However, unbeknownst to all of us, 2020 was coming… Lockdowns, supply shortages, delays, and cost increases, all significantly impacted the project. But once a project such as this has commenced, the only direction to move, is forward. With the building finally complete, a Certificate of Occupancy was issued on the first day of Term 1 in late January 2023, one year later than expected and with quite literally, not a moment to spare. This was merely the first portion of a mammoth undertaking. Due to the major construction, we had lost our primary oval, our primary courts needed to be resurfaced, and we only had one small playground area for our students. There was much to do. This new facility prompted a change of School structure. For many years, BHCS has been a Junior School (P-4), Middle School (5-8), and Senior School (9-12). It was decided that a move to a Primary/ Secondary model was the way forward. We now needed to have adequate facilities in our primary school to accommodate our Year 5 and 6 students. As a result, it was necessary to undertake a full redesign and refurbishment of the original primary school building. So, as soon as our builders had finished with the final touches on the new building, they immediately moved into the demolition phase of the old building, stripping it back to bare bones. Even the roof was to be replaced. While our builders were hard at work dealing with the challenges of the redesign and working with a structure that had had a number of modifications over the years, we were busy designing the primary oval, sports courts, an additional playground installation, and a whole new play area we fondly call ‘The Wildspace’. The name came about as the location is very steep, was overgrown, and generally ‘wild’, so had remained out of bounds to students for many years. The next project off the ranks was the resurfacing of our sports courts. This was followed by the design and construction of the primary oval. It was a collaborative process, with the input of our sport and PE teachers, and the result has been outstanding (much credit to GrassSport Australia). Once completed, GrassSport entered our courts and oval projects into the 2023 Asia Pacific Project Partnership Awards held in Hawaii. In a category that included various schools and sporting complexes across Australia and the Pacific, to our delight, BHCS was announced the winner of the Small to Medium Sport Feature Project! Next came some additional playground equipment. A poll of our students revealed a need (or maybe a want) for monkey bars and turnover bars, so these were installed over the school holidays in readiness for Term 3, 2023. Finally, it was time to unveil the much anticipated Wildspace Playground. We worked with a gifted, natural playground and landscape designer, consulted with our students, and were able to use the difficult terrain as a feature to enhance the playground. This collaboration has resulted in an incredible play space which we are extremely proud of. The students had been watching this project with keen interest and were desperate for it to be finished. Although another challenging project due to the difficult terrain, it was such a transformation from the previously unusable area. Prior to the official opening to the students, we invited our staff to try out the playground. Many of us even taking to the large tunnel slide … for quality control and OH & S review purposes of course. The Wildspace was opened to students in Term 4, 2023, and they love it! After 12 months of construction, our primary refurbishment was completed. This time the Certificate of Occupancy was issued on the Friday prior to the Monday commencement of Term 1, 2024. Plenty of time! This refurbishment houses our Preps at one end, with Year 5 and 6 classes at the other, and links seamlessly with the new primary building to which it adjoins. We again partnered with our natural playground and landscape designer to commence the final project, the design and construction of a purpose-built Prep Playground which is accessed directly from our two prep classrooms. It has a lovely undercover play area, with the pièce de résistance being the slide that takes students from the playground, down to a sandpit in the level below. The official opening of our Primary Learning Centre took place on Friday 22nd March, 2024 and this was the day we opened our Prep Playground to the students. It is an absolute hit. They love the slide and, being little 5 year olds who get distracted when having too much fun, it was ‘christened’ with a bathroom mishap within the first two days. Projects such as these take much planning, creativity, skill, hard work, and of course, finances. I have had the pleasure of working with the most amazing team of skilled professionals. From the School Council who supported the vision, the current and previous Principals and Business Managers, and the tireless staff of BHCS, through to Smith & Tracey Architects who picked up a design that, let us say, needed work, and turned it into a functional, impressive and compliant design. Then, of course, our team of amazing builders who have worked with us on so many projects over the years, and the external contractors who all did their part in bringing each piece of the puzzle together. To them all, we are extremely grateful. What an amazing sense of satisfaction (and relief) to see the culmination of a vision come to reality. Now for our Senior Learning Centre project… Liz Miko | Business Manager Belgrave Heights Christian School Every new building project starts with a vision…

8 ASBA ASSOCIATE Independent school families Independent schools serve a diverse range of communities, with considerable diversity of size, locations, student cohorts and fees charged. Most Independent school families are middle or low income earners, who choose an Independent school because they believe it is the best option for their child, and an environment in which they can thrive. They are increasingly from multicultural backgrounds and are likely to come from a Chinese or Indian speaking family. Families come from a wide range of cultures, and often choose their school because of their cultural background, religious beliefs, or because they want a particular educational or teaching philosophy. Independent Catholic schools are an increasingly significant part of the sector, accounting for seven per cent of the Independent sector’s enrolments. Religious affiliations include Anglican, Catholic, Greek Orthodox, Lutheran, Uniting Church, Seventh Day Adventist, Presbyterian, Islamic and Jewish schools. There are Montessori and Steiner schools, schools specialising in meeting the needs of students with disability and Aboriginal and Torres Strait Islander students, as well as schools that cater for students at severe educational risk due to a range of social/ emotional/behavioural and other factors. Ongoing enrolment growth Over the past five years, Independent school enrolments have outpaced the other two sectors. In 2023, the number of students enrolled at an Independent school rose 3.9%, compared with 1.4% at Catholic schools and 0.3% at public schools. Despite this, many Independent school families and educators feel their schools and choices are under constant attack in the media and the broader political discussions about education. ISA Update New Research supports School Choice for Parents 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. Australian governments have recently commenced negotiations on a Better and Fairer School Funding Agreement, and education and school funding are in the news. More than 715,000 students around Australia now attend an Independent school. There are 1,216 Independent schools across the nation, employing nearly 122,000 staff. They are long-established partners in Australia’s education system, alongside Catholic and government schools, and make an important contribution to society and the learning and wellbeing of Australian children. Most Independent schools charge annual fees below $6,000 and the median fee is around $5,500 per year. Brendan Walsh | Media and Communication Advisor Independent Schools Australia

MAY 2024 9 Community sentiment To better understand this dichotomy, and whether community sentiment really reflects the media and political discourse, Independent Schools Australia (ISA) recently commissioned independent research that included discussion groups around the country, and a national survey of 2,000 people. The research deliberately included parents of children in government schools and explored their views on school funding. The other objective was to better understand Independent school parents, their motivations for choosing a school, and their views about government funding of their sector. This research found that Independent school families live in both inner and outer suburban communities, are increasingly from multicultural backgrounds and come from low- or middle-income demographics. Many parents said that they chose their school, which often involved significant sacrifices, to support and protect their children in what they feel is an increasingly uncertain future, particularly given the current economic climate and ongoing geopolitical tensions. They felt strongly that government funding cuts to Independent schools would be a betrayal of that sacrifice. Currently 86% of capital funding to build and upgrade facilities to accommodate more students comes from the parents and school communities at Independent schools, according to recent data. Their contributions also support scholarships. Families make up the difference in total funding in the Independent sector through school fees, donations and fundraising. Most parents of children in public schools acknowledged the diversity of Independent schools, and could identify that diversity - particularly size, fees and religious affiliations - in their suburbs and communities. These parents respected the value of their local Independent schools because they offer other families choice, and understand that this may be may be the best, and sometimes only, choice for them. That may be due to location, with around one was different depending on where the student goes to school. Government funding for Independent schools is lower for schools whose parents have a higher capacity to contribute and higher for those whose parents have limited or no ability to contribute. ISA projections suggest that the national school age population will grow by more than 500,000 students nationally over the next decade. If current enrolment trends continue at Independent schools, they will enrol approximately 195,000 additional students in the next 10 years. This is the equivalent of 342 new schools, based on an average school size of 570 students. Supporting all three school sectors - Government, Catholic and Independent - will be critical for our education system to accommodate this growth and continue to offer diversity and choice to improve outcomes for every student. The ISA commissioned research clearly pointed out that support for government funding for all schools was very much aligned with the support for choice. Those who strongly support public funding for Independent schools almost universally supported the availability of choice for parents. What is interesting is that even those who oppose government funding for these schools overwhelmingly support parents having the choice over which school their child attends. Increasing governments’ investment in our school system is something that all communities support, to deliver better outcomes and choices for Australian families. That support can and does include support for fully funding government schools, and continuing to support nongovernment schools and the choices they provide. The diversity offered by the Independent school sector contributes to the delivery of the best education outcomes for every Australian school student, regardless of their background or location. third of Independent schools in regional and remote areas, or religious or cultural needs. A right to choose Independent schools are the only part of the broader education sector that can offer that diversity. The research shows parents respect the sacrifices other families make to keep their child at their chosen school. They strongly support other parents’ right to choose, and in the national survey 82% agreed it “is important that parents have the right to choose a school that is best for their child and family.” Parents with children attending Independent schools were particularly supportive of choice – 94% agreed and only five per cent disagreed. Similarly, 88% of parents whose children attended Catholic schools agreed choice was important. This was also consistent with public school parents, or the community proxy, with 83% agreeing with the importance of choice. Education is seen as a critical investment for governments – and there is a sense that parents who pay taxes should expect at least some government funding for schools regardless of what type of school it is. In this context, all parents felt a great discomfort about education being politicised, and school funding presented as a sectoral battle or ‘zero-sum game.’ Seventy-one per cent agreed that every child has a right to some level of government funding for their education. A strong theme was that working parents expect some government funding should go to schools – regardless of sector. Australia’s current school funding system is aligned with that community sentiment, but community understanding of that system is low. Fifty-six per cent of the total surveyed were aware that Independent schools received Government funding. Sixty-eight per cent of those whose children attended an Independent school were aware and 54% of parents of children at Catholic schools were aware. Most respondents were not aware that the level of government funding The research shows parents respect the sacrifices other families make to keep their child at their chosen school. They strongly support other parents’ right to choose, and in the national survey 82% agreed it “is important that parents have the right to choose a school that is best for their child and family.”

10 ASBA ASSOCIATE

Building Capability Who’s Steering this Ship? MAY 2024 11 Leadership Strategies Willingly or otherwise, CEOs can sometimes find themselves filling the governance vacuum created by an ineffective or inactive Board, in order for the organisation to be able to continue functioning – and I do appreciate that sometimes NFPs just wouldn’t meet their governance accountabilities, were it not for the CEO steering the ship. But it shouldn’t be this way! The Board should be leading the way – setting the direction for the organisation, and then keeping hold of the wheel to steer the organisation on course towards a future that reflects its Vision and its Purposes. So who’s the gatekeeper within your organisation? And how do you prevent your NFP being one of these unfortunate statistics that are getting things the wrong way around? The line between the Governance functions and the Management functions of an organisation, and the associated separation of duties between the Board and the Chief Executive Officer (CEO), can often be an area that causes tensions within an organisation’s leadership. On a number of occasions, I have worked with not-for-profit (NFP) organisations only to find that the Board is not really fulfilling its governance responsibilities properly, and that in fact the CEO is effectively leading the Board. Good governance systems are essential in supporting an active and well-functioning Board. We need good policies, good procedures, and good guidelines, all thoroughly documented (and followed!), that spell out how we operate as a Board, and how we separate responsibilities between the governance level of our organisation and the management level within our organisation. We also need to make sure we have good Board recruitment and succession processes in place, so that we bring in skilled, enthusiastic, and quality Board members, who are committed to actively governing the organisation. And succession planning is equally important for the CEO role too. We need thorough orientation and induction processes – both for Board members and for CEOs. People need to be given all the relevant information to set them up to succeed in their role. This includes a really clear (and documented) Role Description, that outlines all areas of responsibility, accountability and performance expectations. (And then people need to ‘stay in their lane’ and not cross over into the realm of another party’s responsibilities). A good Chair-CEO relationship is also critical to the success of the organisation. This partnership is the lynchpin upon which good communication within the organisation and effective management of the strategic direction hinges. Ongoing and regular communication, to discuss organisational strategy and key issues, is vital to keeping the ship afloat and on course. And we need to ensure we have good operators in each of these important roles too, so be thorough with your due diligence and think carefully when recruiting to these two key positions. Board performance reviews are key to maintaining an effective and wellfunctioning Board, and it is great to see what was previously considered a ‘nice to have’ becoming much more common practice for NFP Boards. These annual reviews, often involving an objective external reviewer, are an excellent way to continuously build the capability of your Board, and identify any areas that are in need of improvement. So who’s steering YOUR ship? Megan Buntine Megan J Buntine Consulting Services

GREEN BY NAME… 07 Dec 2023 Many of us are aware of simple steps we can take to make our homes ‘greener’ but school buildings have unique characteristics which can make finding sustainability solutions more challenging according to Elliot Green, Property Manager at Melbourne Grammar School. Elliot commenced working at the School in January 2023. Having served as Facilities & Works Manager at Scotch College for 10 years, he brings a deep understanding of how to create efficient and effective teaching and learning spaces. “School buildings must inspire students while also meet functional needs,” explains Elliot. “We need to ensure that they accommodate the work-based needs of staff as well.” “At Melbourne Grammar, we are committed to minimising the impact of new buildings on our environment. However, there can be complexities in a school setting which we don’t experience at home,” he says. Within classrooms, the number of bodies per square metre is normally high with 20 or so students occupying a space the size of a large living room. And the activity in a classroom typically involves fine detail work so comfort levels and lighting levels need to be different to those at home – we want people to be alert and focused. Our Schools GREEN By name Many of us are aware of simple steps we can take to make our homes ‘greener’ but school buildings have unique characteristics which can make finding sustainability solutions more challenging according to Elliot Green, Property Manager at Melbourne Grammar School. “At Melbourne Grammar, we are committed to minimising the impact of new buildings on our environment. However, there can be complexities in a school setting which we don’t experience at home,” he says. Within classrooms, the number of bodies per square metre is normally high with 20 or so students occupying a space the size of a large living room. And the activity in a classroom typically involves fine detail work so comfort levels and lighting levels need to be different to those at home – we want people to be alert and focused. The transfer of sound between building areas is another consideration, as is the safety and durability of circulation spaces, including stair wells and locker areas, which need to accommodate high traffic levels. And school buildings are not used all year round. There is a difference in thermal requirements during a school term compared to during school holidays. “Planning for the new Centre for Humanities at South Yarra is well underway and planning for the new Lower Primary building at Grimwade House has also commenced. Ensuring the buildings are as eco-friendly as possible is a high priority,” says Elliot. “Moreover, our new buildings must be ready for the future.” Elliot commenced working at the School in January 2023. Having served as Facilities & Works Manager at Scotch College for 10 years, he brings a deep understanding of how to create efficient and effective teaching and learning spaces. “School buildings must inspire students while also meet functional needs,” explains Elliot. “We need to ensure that they accommodate the work-based needs of staff as well.”

Subject to the School receiving an approved Town Planning permit, demolition of the existing Rhoden and Neill buildings will begin in mid to late 2024, with construction of the new building to begin shortly thereafter. “The Centre for Humanities has to be a great place to learn and to work,” says Elliot. “It must be a space with imbued gravitas and a structure that connects students to the School and to the world around them.” It is intended that the building will sit comfortably within the bluestone setting. The inspiration for the colour of the ceramic brick colour is taken from the bluestone and the lichen on the slate tiles on roofs across the campus. Inhabitants will be able to look out over the School vista from within the building. However, it will also have an external interface with deliberate views to the Royal Botanic Gardens, the city and beyond. In summing up, Elliot says: “When you walk into the Centre for Humanities you will know you are part of Melbourne Grammar School and also part of the wider community.” Early design concept for the proposed Centre for Humanities, South Yarra – Section view from Main Oval Respect for tradition and history Reducing our carbon footprint The need for effective sustainability strategies to be a high priority was a core part of the design brief for the Centre for Humanities. “While formal accreditation is not required under current planning legislation, the School is aiming high to build equivalent to a 5-Star Green Star energy rated building,” explains Elliot. “The main objective of Green Star buildings is to reduce carbon emissions not only through the construction of the building, but also operationally by reducing energy consumption for the life of the building.” “Thermal retention is one of the biggest challenges facing large scale building constructions,” says Elliot. “Significant energy consumption and costs are required to heat and cool buildings across seasons. Effective solutions can help manage that process.” Photovoltaic (solar) panels on the roof level, active green and garden spaces within the building envelope and UV glazing to prevent thermal energy either entering or leaving the building are planned. “The rooftop green space will prevent thermal penetration through roof linings and assist with thermal retention of the building,” says Elliot. “And the planned internal sub-terranean garden will assist with air quality and ambience.” In addition, a ‘smart’ building maintenance technology system will constantly monitor all spaces within the building, providing energy consuming heating and cooling solutions only within active or occupied zones and only when necessary, while still maintaining comfort levels. More broadly, other strategies to reduce our carbon footprint include the use of more sustainable structural concrete mixes, using sustainable timbers in construction and sourcing building fabrics such as carpets and ceiling tiles which use sustainable and/or recyclable materials. LED lighting will be installed across the entire building, and large scale south facing glazing will assist with increased natural lighting while limiting thermal impact. Respect for tradition and history One of the largest complexities for the Centre for Humanities project has been careful consideration of the heritage overlays on the site. The School has undertaken considerable consultation with Heritage specialists to guide our design process and ensure it respects the School’s traditions and history while mitigating any risk factors, resulting in the school recently receiving our Heritage Permit for the project. Early design concept for the proposed Centre for Humanities, South Yarra – Section view from Main Oval Elliot Green | Property Manager Melbourne Grammar School This article was originally PRODUCED by Melbourne Grammar School in December 2023

Self Improvement ASBA Matters MAY 2024 15 ASBA Salary Survey School Insight Report - 2024 The ASBA Salary Survey offers valuable salary and benefits data for school business administrators across Australia and New Zealand, and ASBA will once again be conducting the survey at the beginning of the new financial year. This annual survey helps in understanding the changing patterns in salaries, benefits, and workforce demographics, which will be especially relevant this year against the backdrop of the recent economic challenges marked by high wage inflation. The 2023 survey reported a 3.4% increase in average total remuneration for school business administrators, indicating a trend of steady growth in salaries within the sector. It provided critical insights into the impact of education, experience, and gender on pay scales, highlighting ongoing issues like the gender pay gap. Additionally, it captured salary variations across different school types and locations, offering a comprehensive look at the remuneration landscape. Your participation in the 2024 ASBA Salary Survey is crucial. The data collected helps ASBA and its members understand salary trends, enabling informed decisions about career development and remuneration strategies. For schools, this information is essential to developing competitive and fair compensation practices that attract and retain top talent. Engaging in the upcoming survey will support the continuous improvement of the profession and ensure that salary standards reflect the current economic environment. We encourage you to participate. ASBA will once again be working with our platinum partner Edstart to provide input into their School Insights Report this year. The report contains valuable information for members and is designed to help inform school decision making across finance, operations and strategy. The 2023 report provided insights into what parents were thinking when it came to tuition fees and school choice, as well as highlighting enrolment and retention strategies used by schools. The findings combined data from Edstart with survey responses from over 1,500 parents and 200 schools from across Australia. You will receive a link to complete the 2024 survey via email in June. Your participation will be critical to ensuring this year’s report continues to be beneficial for school business administrators.

16 ASBA ASSOCIATE ASBA Matters ASBA Mentees who participate in the ASBA Art of Mentoring Programme have access to the experience and knowledge of mentors who not only have significant professional experience and industry expertise, but have a desire and commitment to contribute to the development of ASBA members and the future of independent education in Australia and New Zealand. Richard Luxford David Perceval Kent Peters Wendy Wills Richard Arkell Mark Dimou Erin Kluge Andrew Lowry ASBA thanks the 2024 Mentors who have offered their time to support their colleagues as mentors:

NOVEMMABERY 2024 2022 1717 7 ASBA wishes to congratulate the following members who have successfully completed the Certificate in Governance and Risk Management with the Governance Institute of Australia: Natalie Guthrie Director Finance and Operations Seymour College Kristie Robinson Business Manager Mater Dei College Edgewater Melanie Williams Business Manager Korowal School Bond University’s Faculty of Law and Centre for Enterprise governance, in partnership with ASBA, have designed the ASBA School Governance Program for ASBA Members, school boards and school board members and school leadership teams. Bond have created this bespoke governance course, based on their very successful Master of Laws in Enterprise Governance. The course includes the following modules: 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. The cost of these module is $165 and are completed on line with an expected learning time of 8 – 15 hours per course. To date, 127 course modules have been undertaken with 80 participants completing the micro-credential. If you are exploring professional development opportunities for 2024, I encourage you to investigate this ASBA offering ASBA’s Alliance with GIA enables members to complete the courses at a discounted rate as well attract a generous 65% rebate from ASBA on complete of the course. Receive a rebate of up to 65% off Governance Institute courses.* Scan the QR code to unlock your discount to use when registering. Rebate will then be provided by ASBA upon successful course completion. Make a real-world of difference Effective Director Course Short courses, and Certificates *ASBA approved Governance Institute Certificates and Short courses only. Professional Development Alliance Partners Governance Institute of Australia Bond Centre for Enterprise Governance

1300 080 608 [email protected] flowpower.com.au Your school can help create Australia’s renewable energy future There are more ways now than ever to get your school connected to renewable energy, from wholesale linked electricity contracts to on-site solar generation. Flow Power can help your school reduce its carbon footprint, unlock price benefits and provide engaging, hands-on learning opportunities for students, while building a more sustainable future for the next generation. How to make the sustainable energy switch for your school Generate solar energy on-site Wholesale electricity contracts Renewable energy certificates Go beyond peak and offpeak contracts and access cheaper, cleaner energy during daytime hours. Schools are a natural fit for wholesale contracts. Flow Power is connecting schools to cleaner, cheaper energy. Speak to an energy specialist today to find your solution. Flow Power supplies products to customers in Victoria, New South Wales, Queensland, South Australia and Tasmania. Reduce your reliance on energy from the grid and generate your own renewable electricity onsite, with rooftop solar panels. Purchase renewable energy certificates from solar and wind farms to match your energy use, and support future projects development.

MAY 2024 19 ASBA Matters The members adjourned to the Rag and Famish where they enjoyed ongoing conexcellent lunch. Special thanks to Glenn Ollerton (Director Finance and Resources) and Anthony RManager) for supporting ASBA FM (NSW) by enabling the Branch to hold this infoand arranging for Lee to present to our members. Thank you to David Pickerd frocoordinating the meeting. The ASBA FM Branch had a very successful professional development event at Monte Sant’Angelo College at North Sydney on Friday 19th April 2024. This was the first opportunity for the regional group to meet in 2024 and was well attended. Lee Thomson, Director from Bloompark PACT PM provided a ‘lessons learnt’ from a Project Management perspective on the new Scientia Project recently completed at Monte. The new Sports and Science Building enhances the College’s teaching and equitable learning capabiliites with new laboratories, a social innovation and enterprise hub, open flexible learning spaces as well as an ethical kitchen and shop for students. Lee outlined the key areas of focus and risk in a building project. He emphasised the importance of being part of the journey rather than a passenger and having a thorough knowledge of the design and what benefits the project is expected to achieve. Following the presentation, a tour was conducted of the Scientia building. The members adjourned to the Rag and Famish where they enjoyed ongoing conversation and an excellent lunch. Special thanks to Glenn Ollerton (Director Finance and Resources) and Anthony Rotondo (Facilities Manager) for supporting ASBA FM (NSW) by enabling the Branch to hold this informative meeting and arranging for Lee to present to our members. Thank you to David Pickerd from Shore for coordinating the meeting. ASBA FM (NSW) Regional Meeting 19 April 2024 ASBA FM (QLD) Regional Meeting 5 April 2024 The day was well attended by members who enjoyed a presentation by Debbie Laporte, Director of Orterra. As a registered landscape architect with more than 15 years’ experience working extensively in Australia and Europe, Debbie was well placed to deliver an inspiring presentation, highlighting her love of nature and biodiversity and her passion for landscape and its ability to connect people to place. Heidi Farmer, Business Development Manager at SALTO Systems Oceania provided an update on data-on-card technology and the advanced battery-operated wireless smart door range, part of the innovating security solutions provided by SALTO Systems. David Maskell, Site Operations Manager at The Lakes College conducted a tour of the facility, highlighting a number of new additions to the campus. Following the presentations and tour, the members adjourned to The Fugitive Ferret, an independent, locally owned craft bar and kitchen in North Lakes where they enjoyed ongoing conversation excellent food and an ale. Special thanks to Stuart Halsall and David Maskell for supporting ASBA FM (Qld) by enabling the Branch to hold this informative meeting and arranging for Debbie and Heidi to present to our members. The ASBA FM Branch met aT The Lakes College on Friday 5th April 2024 ASBA FM (VIC) Regional Meeting 5 April 2024 The University of Melbourne was the venue for the ASBA FM Branch meeting on the 5th April 2024. The day was well attended by members who enjoyed a presentation by Danielle RostanHerbert, Operations Manager and a Senior Leader at the University of Melbourne. With a Master of Engineering (Environmental) and over twenty years of experience, Danielle was well placed to deliver an inspiring presentation. Joel Goodall and Luke Tresize from Landscape Solutions were also on hand to speak with members and conducted a tour of the University facilities. Nicole Bradshaw ASBA Director and Director of Business at Westbourne Grammar School also joined the professional development day and was very enthusiastic about the presentations, tour of the University and the hospitality generously provided by Landscape Solutions at the Prince Alfred Rooftop and Bar following the event. Special thanks to Hamish Inglis for supporting ASBA FM (Vic) by enabling the Branch to hold this informative meeting at the University and arranging for Danielle, Joel and Luke to present to our members. ASBA FM (NSW) Regional Meeting 19 April 2024 The ASBA FM Branch had a very successful professional development event at Monte Sant’Angelo College at North Sydney on Friday 19th April 2024. This was the first opportunity for the regional group to meet in 2024 and was well attended. Lee Thomson, Director from Bloompark PACT PM provided a ‘lessons learnt’ from a Project Management perspective on the new Scientia Project recently completed at Monte. The new Sports and Science Building enhances the College’s teaching and equitable learning capabiliites with new laboratories, a social innovation and enterprise hub, open flexible learning spaces as well as an ethical kitchen and shop for students. Lee outlined the key areas of focus and risk in a building project. He emphasised the importance of being part of the journey rather than a passenger and having a thorough knowledge of the design and what benefits the project is expected to achieve. Following the presentation, a tour was conducted of the Scientia building. The members adjourned to the Rag and Famish where they enjoyed ongoing conversation and an excellent lunch. Special thanks to Glenn Ollerton (Director Finance and Resources) and Anthony Rotondo (Facilities Manager) for supporting ASBA FM (NSW) by enabling the Branch to hold this informative meeting and arranging for Lee to present to our members. Thank you to David Pickerd from Shore for coordinating the meeting. ASBA FM (Vic) Regional Meeting 5 April 2024 The ASBA FM Branch had a very successful professional development evMelbourne on Friday 5th April 2024. The day was well attended by members who enjoyed a presentation by Operations Manager and a Senior Leader at the University of MelbourneEngineering (Environmental) and over twenty years of experience, Daniean inspiring presentation. Joel Goodall and Luke Tresize from Landscape Solutions were also on haand conducted a tour of the University facilities. Nicole Bradshaw ASBABusiness at Westbourne Grammar School also joined the professional deenthusiastic about the presentations, tour of the University and the hosby Landscape Solutions at the Prince Alfred Rooftop and Bar following thSpecial thanks to Hamish Inglis for supporting ASBA FM (Vic) by enablinginformative meeting at the University and arranging for Danielle, Joel anmembers.

20 ASBA ASSOCIATE Recently voted Best Business Customer Service (Major Bank) by our customers in the 2023 DBM Australian Financial Awards*, CommBank is a partner who looks after more than your school’s day-to-day banking needs. As one of Australia’s leading banks for education providers, our national team of independent school banking specialists are here to support your school in driving operational and financial efficiencies to help you maintain your competitive edge. Discover how: Our leading technology, products and payment solutions make it easier for parents, guardians and caregivers to pay fees, while enabling you to easily track and reconcile payments. Cashless technology can provide increased levels of security for your school while reducing time spent on administration, including reconciling payments and inventory ordering. Our national team of accredited school banking specialists can support you as you continue to build on your school’s vision. To find out how CommBank can partner with your school contact Gavin Cacic, National Director, Schools and Not-for-Profit Sector Banking on 0460 026 904 or email [email protected] * 2023 DBM Australian Financial Awards https://www.dbmconsultants.com.au/dbm-australian-financial-awards-2023 As this information has been prepared without considering your objectives, financial situation or needs, you should, before acting on this information, consider its appropriateness to your circumstances, if necessary seek professional advice. © Commonwealth Bank of Australia ABN 48 123 123 124 AFSL 234 945. CommBank – a proud national partner of ASBA Experience the difference. Voted Best Business Customer Service (Major Bank) by our customers in the 2023 DBM Australian Financial Awards*, CommBank is a partner who looks after more than your school’s day-to-day banking needs. As one of Australia’s leading banks for education providers, our national team of independent school banking specialists are here to support your school in driving operational and financial efficiencies to help you maintain your competitive edge. Discover how: Our leading technology, products and payment solutions make it easier for parents, guardians and caregivers to pay fees, while enabling you to easily track and reconcile payments. Cashless technology can provide increased levels of security for your school while reducing time spent on administration, including reconciling payments and inventory ordering. Our national team of accredited school banking specialists can support you as you continue to build on your school’s vision. To find out how CommBank can partner with your school contact Gavin Cacic, National Director, Schools and Not-for-Profit Sector Banking on 0460 026 904 or email [email protected] * 2023 DBM Australian Financial Awards https://www.dbmconsultants.com.au/dbm-australian-financial-awards-2023 As this information has been prepared without considering your objectives, financial situation or needs, you should, before acting on this information, consider its appropriateness to your circumstances, if necessary seek professional advice. © Commonwealth Bank of Australia ABN 48 123 123 124 AFSL 234 945. CommBank – a proud national partner of ASBA Experience the difference.

1. Make sure you have read and understood the LinkedIn User Agreement Read Section 8 on the Do’s and Don’ts and the Professional Community Policies on the tab on the top of the page at https://www.linkedin.com/legal/user-agreement 2. Make sure you have a School Page When you visit your School Page online, the word ‘school’ should be in the link in the browser. For example, https://www.linkedin.com/school/your-school-name. If you still have the word ‘company’ in the link, you can ask LinkedIn to change it via the form available at https://www.linkedin.com/help/linkedin/ask/CP-primary 3. Make sure you do not have any Duplicate Identities Some former staff, teachers, students or parents may have created a Profile, Page or Group in the name of the School and you may not have access to it. You need to find these duplicate identity owners and make sure the identities are removed from LinkedIn. LinkedIn Personal Profiles must NOT be created in the name of the school or with a fake name. If LinkedIn detects a fake profile, it can be deleted or have login access removed without warning. 4. Make sure you have a fully completed School Page There are many ‘new’ features that have been added to a School Page. Make sure that you have copy/pasted the school’s website link into the Website URL box (and it has https:// at the beginning) and include all of your campus locations, a comprehensive Overview description (2,000 characters) and extra sections like Commitments and the free Lead Generation Form. When you update your LinkedIn School Page, you may also like to review your other Social Media Profiles. Make sure you link to all of your social media profiles on all of your platforms and include them on your school’s website Contact Page. 5. Make sure you have at least three Super Admins for your School Page In the Settings section, you can Manage the Admins of the School Page and I recommend that you have at least three Super Admins with one of them being from the IT department. There should also be a policy for removing former staff members that leave and adding replacement staff members in due course. LinkedIn Audit for Schools With over one billion members worldwide and over 14 million in Australia, the Microsoft owned LinkedIn.com is the world’s largest professional network with 60% of users aged between 25 and 34 – a good mix of both future parents and alumni. We all know that people will change their email address, phone number, career and even location. However, if you connect with someone on LinkedIn, you can still ‘reach’ them, whether that be for research, a referral or a reunion! As a School Business Administrator, there are various ways to audit your school’s LinkedIn presence, strategy and tactics and here are my top 10 recommendations. MAY 2024 21 Technology Sue Ellson

6. Make sure you have included LinkedIn in your school’s Social Media Policy You may like to include specific policies about the use of LinkedIn in the Social Media Policy for your School. This could include how it is to be used by Staff, Teachers and Students when they arrive, whilst they are at the school and when they leave. You could include Recommendations on how to record your School’s details and provide a short word description as well as a video link for the ‘media’ section. Adding their school email address to their LinkedIn Account will also allow them to Verify their LinkedIn Profile without scanning personal identity documents. 7. Make sure you have some goals to achieve with LinkedIn What gets measured gets managed. As a minimum, I would suggest: • 80% of your staff and teachers list your School as their employer on their LinkedIn Profile • 80% of your students list your School in the Education Section of their LinkedIn Profile before their final day at your school • Continuous growth in Followers of your School Page (which could be boosted by inviting parents and stakeholders to Follow the School Page) with total Followers and Total Alumni numbers measured and recorded monthly • One or two posts on the School Page per week • At least five engagements by the School Page per week (reactions and/or comments on other Posts) • One newsletter to be shared from the School Page per month • At least four free events to be added to the School Page per year (for example Open Days, Public Events or Fairs) If you have these goals, what statistics are you keeping? I do not believe there is significant value in recording or analysing details for individual pieces of content (Impressions, Views and Click Through Rates) or trying to find the ‘perfect’ time to share content or to make things go ‘viral.’ Important metrics show continuous progress over time and consistent behaviour on a regular basis. I recommend collecting these numbers every month: • Total Followers • Total Alumni • Total Engagements per month (that the school completes) • Total Posts per month • General observations (noteworthy mentions or circumstances) 8. Make sure you have an Engagement Strategy Social media is about listening as well as speaking – so the School Page can be used to Follow Feeder Schools and other Key Stakeholders. You can then click on the Notification Bell and select ‘All Posts’ and make sure your Super Admins spend some time each week to engage with relevant content in their Newsfeed. Lengthy comments are highly regarded by the LinkedIn algorithm. 9. Make sure you have a Posting Content Strategy The reality is that a lot of the content that is shared on your other social channels could also be shared on LinkedIn (not just job vacancies). So it may be time to reflect on what types of content you share on LinkedIn and how you will structure it. For example, will you include a ‘title’ at the beginning in capital letters like: ALUMNI // or EVENTS // etc. Will you have a style guide for sharing images, videos, links, PDFs? Will you make use of alternative types of posts like Polls and Articles? Will you include certain hashtags? Will you @mention stakeholders, supporters or people mentioned in your posts? I also recommend that you keep a spreadsheet with a date, description and link to every post shared on LinkedIn on behalf of the school. This will allow newer staff members to see what happened ‘last year’ and it is also a risk management strategy if you need to find and edit or delete a post for any reason. Former posts become ‘invisible’ after approximately 12 months unless you have a direct link to the post. They cannot be found by just scrolling through previous posts. 10. Make sure you have a Review Strategy Ideally, once a year, you will review your performance and reflect on what has worked well and what could be improved and you could also test any new features that have been added to the platform (I highly recommend Newsletters as all new School Page Followers will be invited to subscribe automatically). Finally, if you have any questions or comments, feel free to contact me directly [email protected] or connect with me at https:// www.linkedin.com/in/ sueellson (click More and Connect) Sue Ellson GK BBus MPC PCDAA ASA WV SPN MEdPlus Independent LinkedIn Specialist, Author, Educator, Career Development Practitioner, Consultant, Founder, Gigster, Trainer, Poet +61 402 243 271 Publications, Presentations, Podcasts, Poems, Pricing https://sueellson.com Connect on LinkedIn https://www.linkedin.com/ in/sueellson My five non-fiction books https://sueellson.com/books LinkedIn Audit for Schools (Continued)

Flinders Opens World-Class Infinity Centre in 2024 Students are learning how to create a brighter future at Matthew Flinders Anglican College on the Sunshine Coast in their new masterplanned Infinity Centre, which opened in January 2024. The power of design thinking, entrepreneurship and innovation will all be explored in the state-of-the-art Infinity Centre, an impressive twostorey facility with a multi-purpose basement space. The Infinity Centre enables Secondary School students from Years 7-12 students to transfer their learning and work flexibly across a range of disciplines including Design and Technologies, Visual Art, Digital Technologies and Business. College Principal Michelle Carroll said Flinders was determined to prepare its students for the future workforce, equipped with deep knowledge and skills as well as strong 21st century skills, also known as ‘soft skills’. “Flinders has proudly developed a world-class learning facility, purposefully designed to challenge, inspire and support students to excel in a future workforce,” Ms Carroll said. “Our new Infinity Centre is an aweinspiring facility that is exciting to walk through, let alone to teach and learn in! “It supports design thinking for our students to explore how to understand users, challenge assumptions, redefine problems, collaborate and create innovative solutions to prototype and test. “The College is thrilled to deliver the Infinity Centre as the culminating project in a suite of new learning facilities developed through our five-year Flinders Masterplan to enhance our campus for learners, now and in the future.” Other new Masterplan facilities include the Year 7 Precinct, the Flagship Centre for Years 5 and 6 students and the Wonderarium learning centre in the Primary School. Head of Curriculum Mr Bill Hooper said, “Design thinking is purposefully woven throughout our Flinders curriculum to equip students with the vital skills to solve problems, reflect, collaborate, adapt and innovate for a better world. “The Infinity Centre will further support and challenge our Flinders students to become confident creators and problemsolvers,” he said. “The facility features dedicated spaces and technology with top quality resources and equipment to enable enquiry and ideation, collaboration, prototyping and testing, as well as presentation.” Spaces include 1 gallery, 1 pitching space, 3 collaborative spaces (Co-Labs), 1 Virtual Reality space, 5 design studios, 3 art studios, 2 design laboratories, 2 food laboratories, 2 materials technology spaces, 1 cleantech space, 1 digital technologies studio, 1 digital technologies laboratory and 2 podcasting recording booths. There are also reading nooks with wellstocked bookshelves and comfy chairs overlooking the rainforest. (Continued P24) Our Schools MAY 2024 23

24 ASBA ASSOCIATE “Flinders has proudly developed a world-class learning facility, purposefully designed to challenge, inspire and support students to excel in a future workforce ” Flinders Opens World-Class Infinity Centre in 2024 Our Schools

MAY 2024 25 There is also a huge basement in the Infinity Centre, which can serve cocurricular technologies and future projects, such as solar car challenges, Formula 1 vehicles and the electric vertical take-off and landing (eVTOL) aircraft project led by the Manufacturing Excellence Forum and University of the Sunshine Coast. Outside, the beautifully landscaped gardens and seating zones are for students to gather and relax at break times, while the open stage and exhibition areas are an opportunity to present student creations, whether for exhibitions, dramatic performances, music concerts, community events or fundraisers. The Infinity Centre is also designed with a sustainable future in mind with solar panels providing more than 146kW of power generation capacity, bringing the total capacity across the College campus to 665 kW. Flinders has one of the largest school solar installations in Queensland and across Australia with more than 1,784 solar panels installed which: · over 25 years means an estimated 13,500 tonnes of carbon will be offset · is the equivalent of taking 5,600 cars off the road or planting 1,900 trees · means the solar generation at the College per day is the equivalent of powering 108 average family homes/day. DEDICATED LEARNING SPACES TO SUPPORT DESIGN THINKING The lower floor plan features a gallery, studios and pitching spaces which can be set up to inspire students and allow them to investigate all sorts of problems to solve. The spaces may feature physical installations and electronic images projected onto the high walls, and host workshops, think tanks or presentations by guest speakers. Students can utilise the co-lab spaces to ideate and brainstorm multiple solutions to the problems they have identified. These co-lab spaces are fitted with floorto-ceiling whiteboards, flexible furniture configurations and interactive technology to support teamwork and collaborative learning. Design studios allow students to innovate by commencing low-fidelity prototyping. These studios share a lab containing tools and equipment to bring the designs to life. The clean tech space provides facilities for 3D printing, laser cutting, CNC machining, sublimation printing and vinyl cutting, should the designs require this tech. An industry-quality plastic chipper and heat press machine enables students to recycle waste into sheets of plastic to use when designing new products. Students have access to other machinery, including welding bays and spray paint booths for working with timber, metal and plastics. Upstairs, there are two state-of-the-art kitchens, also known as food laboratories, a digital laboratory with pod-casting recording booths and a digital studio, all underpinned by a design-thinking layout. The Virtual Reality (VR) room opens to the gallery to allow audiences to immerse themselves in virtual productions. A whitebox is available for Senior Art students to use the blank room for multimodal installations. WHAT THE STUDENTS SAY College Captain Stephanie Ktenidis in Year 12 is studying Senior Food and Nutrition in the Infinity Centre and enjoying the building’s many nooks and innovative spaces. “The Infinity Centre is an amazing learning space. We are also loving using it for meetings, to plan gallery exhibitions and even as a comfortable spot to chat at break times,” Stephanie said. “The resources and technology are nothing short of state-of-the-art, although my personal favourite has to be our food laboratories. We use the food labs for recipe testing, product development, sensory evaluation and nutrition analysis.” “I’m currently working on a project surrounding the food science of carbohydrates. I’ve been experimenting with our new equipment, which rivals some university food innovation labs. I’m excited to prototype formulations without the limitations I would have experienced in the previous facilities.” Scarlett Carroll, also in Year 12, is fortunate to have many classes in the Infinity Centre each week, across her Design and Visual Arts subjects. “I’m working on my Design project to create a prototype for an elite athlete that reduces acute injuries within their chosen sport. The new equipment, such as 3D printers, laser cutters and CNC machines enable me to design a realistic prototype that has the potential to be adapted in the real world.” Kirra Tappenden is part of the Flinders Elite Athlete Program and is studying Year 12 Visual Art in the Infinity Centre. “When I have Visual Art classes, I love how I can access different rooms and studios to break out into and focus on my work. I love how well considered the entire building is in terms of its design. The Art Studios are all surrounded by glass which provides natural light and a lovely outlook to create. “The Gallery space gives us an opportunity to see how our art can be displayed in a professional manner and shared with the community”. For more about Matthew Flinders Anglican College, visit https://www.mfac.edu.au To book your personalised tour of Matthew Flinders Anglican College, please contact our Admissions Team www.mfac.edu.au/admissions

Digital Purchasing at Brisbane Grammar School A True Multiplier Effect Due to some staff movements, Brisbane Grammar School’s Director of Finance, Brett Walker-Davies, saw an opportunity to accelerate the School’s purchasing digitisation journey, as part of a broader objective of making the entire Finance office paperless by 2023. Although Alii had already established a strong reputation in the schooling sector by 2021, the organisation was still relatively new, having been founded in 2018. Despite this short history, a comprehensive market assessment saw BGS select Alii as its preferred supplier over a number of longstanding market incumbents. As was the case with many Schools, the pandemic proved to be the ultimate test for the resilience and mobility of Brisbane Grammar School’s (BGS) core financial processes. One process proven to be in particular need of updating was purchasing and accounts payable – which was long-tied to paper, inhibiting flexible work arrangements in its current form, and making basics such as obtaining approvals cumbersome and time-consuming. Technology This was for several reasons, but primarily due to its unique ‘out of the box’ Synergetic integration, cost-effective pricing structure, thoughtful implementation and user support model, and overall simplicity. “The message from teachers and departmental leaders was clear from our pre-commencement surveys,” said Brett. “Keep it simple – make it fool-proof! There are enough demands for our teachers and support staff – we needed to make sure this felt like a ‘win,’ not another burden.” What has followed at BGS has been a remarkable journey that has exceeded even the School’s high expectations. Brisbane Grammar School’s Director of Finance, Brett Walker-Davies 26 ASBA ASSOCIATE

It has made us think smarter and more deliberately about how we group costs together for market tenders, and see the opportunities in our spend patterns.” One final part of the story that is important to Brett is what the transformation has meant for his Finance team more personally – with flexible work a hot topic amongst business administrators. “Flexible work is still an evolving concept for Schools, being so heavily tied to physical campuses,” said Brett. “But, when you have a achieved true digitisation, that conversation becomes much simpler. Trying to implement work from home and similar policies without the enabling process improvements makes it a hard sell – because before, we did have to acknowledge you weren’t as efficient at home as you were in the office. It’s been great to see how something as simple as an electronic purchasing system can have this real multiplier effect.” “In my previous roles, it was easy to spend hundreds of thousands of dollars on topshelf purchasing software, with many of the most interesting features not used to their full potential,” continued Brett. “Alii has really thought about what a School needs – no more, and no less. For a fraction of the cost, we were able to achieve Queensland Government audit-grade compliance from purchase order to payment, save significant amounts of time, achieve high OCR strike rates, and enable better expenditure decisions across the School.” Since the initial go-live in early 2023, BGS has completed two major audits with zero compliance issues in purchase order management, realised its targeted time savings of 15 minutes per order, and significantly tightened control in relation to over-budget requests. “Alii also forced us to think smarter about our departmental approval structures and purchasing category management,” said Brett. “These kinds of concepts aren’t common at independent schools – historically the bastion of big corporates – but we’re able to drive cost efficiencies using these concepts even in a single-School concept, because the functionality is there. MAY 2024 27

28 ASBA ASSOCIATE Stage 11 at Encounter Lutheran College, a learning space for our Middle & Senior learners opened in January and has been given the name, the Wilderness Centre. While this space has been designed for our learners in Years 7-9, it will also serve atransition space from Junior to Middle School, meaning our current Year 5 studenenjoying this space in the second half of this year. The name is intentionally aspirational, as it seeks to be something far more than wcurrently in place. We have an opportunity to acknowledge God’s Creation, to insstudents and to be an example to our community to allow this space to become asurrounded by and amongst wilderness. A wilderness area is where flora and faunthriving and relatively undisturbed and that is what we desire for all that lies withand reach of our Wilderness Centre. Within this Centre is a dedicated hospitality space, science laboratory, visual arts and a digital technologies classroom. The design of the entire Centre enables teacand students to have the flexibility to learn in discreet spaces, or flow from one aranother. Given this entire Centre is located in Wurar Ruwi (Block 69), the ability folearning to readily extend outdoors is also an exciting prospect. In the future, our hope is for Wurar Ruwi to be a rich learning environment, a dynahabitat, a space for play and exploration and a reminder of what is possible whenmake our planet a priority. Our intention is for the Wilderness Centre to foster creencourage contemporary teaching practices and for us to seek meaningful momestep outdoors and enrich learning and wellbeing. Stage 11: The Wilderness Centre now open to learners Stage 11 at Encounter Lutheran College, a learning space for our Middle & Senior School learners opened in January and has been given the name, the Wilderness Centre. While this space has been designed for our learners in Years 7-9, it will also serve as a transition space from Junior to Middle School, meaning our current Year 5 students will be enjoying this space in the second half of this year. The name is intentionally aspirational, as it seeks to be something far more than what it is currently in place. We have an opportunity to acknowledge God’s Creation, to inspire our students and to be an example to our community to allow this space to become a place surrounded by and amongst wilderness. A wilderness area is where flora and fauna are thriving and relatively undisturbed and that is what we desire for all that lies within view and reach of our Wilderness Centre. Within this Centre is a dedicated hospitality space, science laboratory, visual arts studio and a digital technologies classroom. The design of the entire Centre enables teachers and students to have the flexibility to learn in discreet spaces, or flow from one area to another. Given this entire Centre is located in Wurar Ruwi (Block 69), the ability for learning to readily extend outdoors is also an exciting prospect. In the future, our hope is for Wurar Ruwi to be a rich learning environment, a dynamic habitat, a space for play and exploration and a reminder of what is possible when we make our planet a priority. Our intention is for the Wilderness Centre to foster creativity, encourage contemporary teaching practices and for us to seek meaningful moments to step outdoors and enrich learning and wellbeing. We also hope it will be a place where we can engage with the community and invite them into the Encounter Family. The Wilderness Centre and all of Wurar Ruwi is a gift to be shared and a living legacy for all of us to embrace Tyna Newman | Business Manager Encounter Lutheran College Our Schools

1300 133 177 ngssuper.com.au/join Helping schools with their super for over Super is one of your biggest investments so it’s important to choose a fund that gives you confidence. NGS Super has been helping education professionals with their super for over 30 years. We understand everyone is different when it comes to saving and their plans for tomorrow. That’s why the things that matter to you — value for money, quality service and sustainable investments — matter to us too. Start planning for your tomorrow. The information provided in this document is general information only and does not take into account your personal objectives, financial situation or needs. Before acting on this information or making an investment decision, you should consider your personal circumstances and read our Product Disclosure Statement and Target Market Determinations which are available at www.ngssuper.com.au/join. You should also consider obtaining financial, taxation and/or legal advice which is tailored to your personal circumstances. Issued by NGS Super Pty Limited ABN 46 003 491 487 AFSL 233 154 the trustee of NGS Super ABN 73 549 180 515.

About Ger van Hees: I am the Managing Director of a boutique cybersecurity consulting firm. Guiding organisations on their path of optimising their Information Security and reducing their cyber risk is my passion. I help organisations prevent data breaches, and provide peace of mind for their online and off-line activities. I do this with our proven Security Optimiser Framework. I advise organisations on how to balance cyber risk and innovative progress. Aligning the security strategy to the organisational strategy, so the full benefits of modern technology can be enjoyed, while still maintaining solid security governance. My business details can be found in the ABSA Supplier directory. The Digital Classroom Down Under:Building a culture of cybersecurity in Australian schools. Australian classrooms have undergone a digital revolution in the last decade. From interactive whiteboards to online learning platforms and digital exams, technology has transformed education, offering educators and students access to a vast ocean of information and innovative ways to teach and learn. However, this increased reliance on technology also introduces new challenges, particularly in the realm of Information Security, Privacy, and Risk. Cybersecurity Threats on the Rise in Australia Australian schools are increasingly becoming targets for cyberattacks. Hackers see them as attractive targets due to the valuable data they store. Information like student personal information, financial records, and intellectual property. These attacks can have devastating consequences. They can disrupt learning, cause financial damage, and compromise the privacy of students and staff. Even worse situations are known where identity theft has led to a person committing suicide. I hope it never happens in your school. The 2022-23 Australian Cyber Security Centre (ACSC) Threat Report found an almost 50% increase in cyberattacks on Australian critical infrastructure, which includes education institutions. These attacks can take many forms, including: Malware attacks: Malicious software designed to steal data, damage systems, or disrupt operations. Phishing scams: Emails or messages designed to trick recipients into revealing sensitive information or clicking on malicious links. Data breaches: Unauthorised access to sensitive data, such as student records or financial records. Ransomware attacks: Hackers encrypt or lock down a school’s data and demand a ransom to restore access. The human factor in information security requires much consideration. In a next article we’ll explore it in much more detail. Technological solutions like firewalls and antivirus software are crucial to protect the infrastructure and sensitive information. But it’s also important to remember that security is not just about technology. Human behaviour can be the weakest link in the security chain. Phishing emails and social engineering tactics often target vulnerabilities that are in human nature, like curiosity or the desire to help. A single click on a malicious link or sharing a confidential password can have serious consequences. Building a Culture of Cybersecurity in Australian Schools The good news is that schools can take proactive steps to create a culture of cybersecurity that prioritises safe online practices and protects their valuable data. Here are some key strategies: Start with Awareness: Foster and grow an environment where students and staff understand the importance of cybersecurity. This doesn’t have to be a separate subject; cybersecurity education can be integrated into existing curriculums aligned with the Australian Curriculum. For example in the Digital Technologies curriculum. For instance, English classes can focus on identifying credible online sources and avoiding plagiarism, while Information and Communication Technology (ICT) classes can delve deeper into password management and online safety practices. Training & Workshops: Offer ongoing cybersecurity training for staff and students. Tailored training sessions for different groups can be most effective. For example, teachers might need specific training on how to identify and avoid phishing emails targeted at educators, whereas students might benefit from workshops focusing on safe social media habits and responsible online behaviour, aligned with the Australian Digital Technologies Curriculum. Leadership & Policy: School leaders play a vital role in setting the tone for cybersecurity. Develop a clear and concise cybersecurity policy that outlines acceptable use of technology, password management practices, and data protection measures aligned with the Australian Privacy Principles (APPs). This policy should be readily accessible and communicated to everyone in the school community. Encourage staff and students to report any suspicious activity or potential breaches immediately.

MAY 2024 31 Recruit Techment nology Building Awareness: Practical Examples for Australian Schools National Cyber Security Awareness Week (NCSAW): Australia participates in NCSAW every year in October. Leverage this opportunity to raise awareness about cybersecurity. Organise fun and engaging activities like online safety quizzes or presentations by cybersecurity experts. Student-Led Initiatives: Encourage student participation by creating a cybersecurity club or allowing them to lead presentations or awareness campaigns for their peers. Posters & Slogans: Keep cybersecurity topof-mind with catchy posters and slogans displayed around the school. Parent & Citizen Meetings: Educate parents about cybersecurity and provide them with resources from the Australian Cyber Security Centre (https://www.cyber.gov. au/) to help them talk to their children about online safety at home. Creating a Secure Learning Environment for All Australians By fostering a culture of cybersecurity, schools can create a safe and secure learning environment for everyone. This collaborative approach, where students, staff, and parents are all working together, helps build a more resilient school community less susceptible to cyberattacks. Investing in cybersecurity is not just about protecting technology – it’s about protecting the future of Australian education. By prioritising safe online practices and building awareness, schools can empower their students and staff to thrive in the digital age. What is the role of the Australian Cyber Security Centre? The Australian Cyber Security Centre (ACSC) is a government agency dedicated to protecting Australia’s online infrastructure. Schools can leverage the ACSC’s resources to build and strengthen their cybersecurity posture. Here are some valuable resources offered by the ACSC: Essential Eight Strategies: The ACSC’s Essential Eight is a set of eight mitigation strategies designed to help organisations of all sizes defend against the most common cyber threats. Schools can adapt these strategies to their specific needs. Cyber Security Awareness Resources: The ACSC offers a wealth of resources on its website, including fact sheets, training modules, and educational videos specifically tailored for different audiences, including students and teachers. These resources can be a valuable starting point for schools developing their own cybersecurity awareness programs. Cyber Incident Reporting: The ACSC encourages schools to report any cyber incidents they experience. This allows the ACSC to track cyber threats and provide targeted advice and support to affected organisations. Collaboration is Key Building a strong cybersecurity culture requires collaboration across all levels of the school community. Here are some ways schools can foster collaboration: Partnerships with Cybersecurity professionals: Many schools may not have in-house cybersecurity expertise. Partnering with local professionals or cybersecurity consultants can provide valuable guidance and support in developing security policies and implementing security measures. Parent and Community Engagement: Parents play a crucial role in keeping their children safe online. Schools can collaborate with parent and citizen associations (PCAs) to organise workshops for parents on topics like online safety for children and responsible social media use. Industry Partnerships: Collaborate with technology companies to explore potential partnerships and sponsorships that might support cybersecurity initiatives in schools. Building a Culture of Continuous Improvement Cybersecurity is an ongoing process. The cyber threat landscape is constantly evolving, and schools need to adapt their strategies accordingly. Here are some key steps to foster a culture of continuous improvement: Regular Risk Assessments: Conduct regular risk assessments to identify potential vulnerabilities in your school’s systems and data. Patch Management: Implement a robust patch management program to ensure all software on school devices is kept up-todate with the latest security patches. Incident Response Planning: Develop an incident response plan that outlines how the school will respond to a cyberattack. This plan should include procedures for identifying, containing, reporting, and recovering from cyber incidents. Regular Review & Update: Review and update your cybersecurity strategy, policies and procedures regularly to ensure they remain effective in the face of evolving threats. Building a Brighter Digital Future for Australian Schools By prioritising cybersecurity and building a culture of safe online practices, Australian schools can create a secure learning environment where technology can be used to its full potential to empower students and prepare them for the digital future. Collaboration, awareness, and continuous improvement are key to building a resilient school community that can navigate the challenges of the digital age. Remember, investing sufficiently in cybersecurity today will pay dividends for generations of Australian students to come. In the next article we will dive a bit deeper into the technical side of cybersecurity and discuss securing your school’s digital infrastructure. Please feel free to contact me if you have any questions in the meantime. A Double Edged Sword Here is a good resource for Australian schools looking to build a culture of cybersecurity: The Australian Cyber Security Centre (ACSC): https://www. cyber.gov.au/

32 ASBA ASSOCIATE Finding, developing and embedding an effective approach to staff wellbeing is a complex task for schools. In 2024, a growing number of schools are adopting a wellbeing-centric approach, and with good reason… Wellbeing was a hot topic before the pandemic. Now, with the enduring impacts of lockdowns, the transition to and from home learning, pressure to “catch up”, endless operational and compliance requirements and a nation-wide staff shortage, schools are looking into how a focus on staff wellbeing can move beyond temporary or “quick fix” initiatives, to an approach that truly influences leader, teacher and staff wellbeing and school culture at a deeper more long lasting level. Staff wellbeing and school culture is the foundation of a high functioning and well performing school. The research details the positive influence that staff wellbeing can have on student outcomes. However, in schools across Australia, reports of staff struggling with physical and mental health is on the rise. Getting the Staff Wellbeing Balance Right: Ensuring an Effective Approach to Both Personal and Workplace Wellbeing in Schools Staff wellbeing and school culture is the foundation of a high functioning and well performing school. The research details the positive influence that staff wellbeing can have on student outcomes. However, in schools across Australia, reports of staff struggling with physical and mental health is on the rise. A 2023 national survey of more than 4000 teachers, conducted by the Black Dog Institute, found that 52% of teachers reported moderate to extremely severe symptoms of depression and 59% reported feeling stressed (compared to 12.1% and 11.4% of the general population respectively). The data we captured from all staff (including non-teaching staff) from 40 schools across Australia using our Staff Wellbeing Surveys show that an average of 55% of staff report feeling burnt out or experiencing multiple symptoms of burnout and 37% report feeling mentally and emotionally unwell. Some schools are also experiencing notable dips in morale, school-wide relationships, school culture and staff satisfaction, with an average of 49% of staff reporting morale as high-very high, 64% consider their workplace culture as positive and only 55% regard their workplace as having a positive impact on their wellbeing. The solution to this growing problem does not lie in more morning teas, staff development in resilience or recommending our people access their Employee Assistance Program alone. Effectively acknowledging and addressing staff wellbeing in our school requires us to look beyond staff personal wellbeing, and consider their workplace wellbeing too.

MAY 2024 33 Technical Update School Staff Wellbeing: Merging Personal and Workplace Wellbeing When it comes to educator and school staff wellbeing, recognising the interconnectedness of personal and workplace wellbeing is paramount for schools. Both personal and workplace wellbeing are integral, each influencing the other. Personal Wellbeing: A Multifaceted Tapestry Wellbeing is complex to define, likely because it is subjective and experienced differently by each individual. At a basic level, personal wellbeing, as outlined by the Oxford Dictionary, is “the state of being comfortable, healthy, or happy.” The World Health Organisation (WHO) expands this definition, describing wellbeing as: a state of complete physical, mental and social well-being. Not just merely the absence of disease or infirmity. At a deeper level, Stowen (2017) underscores the multifaceted nature of wellbeing, divided into eight interdependent dimensions. Each dimension is not isolated; all intertwine and rely on each other. The challenge lies in finding harmony among them at an individual level, and not in comparison with others and their lives. Attending to Personal Wellbeing: Actively Responding to the Various Dimensions Dodge et al. (2012) explain the ‘Challenge of defining wellbeing,’ exploring the many iterations of wellbeing and eventually defining it as: “The balance point between an individual’s resource pool and the challenges faced.” A focus on finding this balance requires an individual to first identify areas of challenge or dissatisfaction and then actively apply resources to address them, translating awareness into actionable change. The World Health Organisation (WHO) expands this definition, describing wellbeing asa state of complete physical, mental and social well-being. Not just merely the absencdisease or infirmity. At a deeper level, Stowen (2017) underscores the multifaceted nature of wellbeing, diveight interdependent dimensions. The 8 Dimensions of Wellbeing 1. Physical Wellbeing 2. Intellectual Wellbeing 3. Emotional Wellbeing 4. Social Wellbeing 5. Spiritual Wellbeing 6. Career Wellbeing 7. Financial Wellbeing 8. Environmental Wellbeing 1 Physical Wellbeing 2 Intellectual Wellbeing 3 Emotional Wellbeing 4 Social Wellbeing 5 Spiritual Wellbeing 6 Career Wellbeing 7 Financial Wellbeing 8 Environmental Wellbeing The 8 Dimensions of Wellbeing Each dimension is not isolated; all intertwine and rely on each other. The challenge lies in finding harmony among them at an individual level, and not in comparison with others and their lives. Attending to Personal Wellbeing: Actively Responding to the Various Dimensions Dodge et al. (2012) explain the ‘Challenge of defining wellbeing,’ exploring the many iterations of wellbeing and eventually defining it as: “The balance point between an individual’s resource pool and the challenges faced.” A focus on finding this balance requires an individual to first identify areas of challenge or dissatisfaction and then actively apply resources to address them, translating awareness into actionable change. Getting the balance right - Deploying adequate resources in the face of challenge, stress or struggle Applying Resources for Growth RlititttidihiddditiftidhlGetting the balance right Deploying adequate resources in the face of challenge, stress or struggle

34 ASBA ASSOCIATE Applying Resources for Growth Resources, split into strategies and coping mechanisms, address dissatisfaction and help us navigate life’s challenges. Strategies to address the various dimensions of our wellbeing can be applied to intervene when we are dissatisfied or challenged with an area. For example, when addressing their career wellbeing, one might speak with their direct leader about the adaptation of their role to suit their strengths and interests. Additionally, preventative strategies can be adopted to maintain balance amongst multiple dimensions of our wellbeing. For example, to remain satisfied with one’s financial wellbeing and prepare themselves for retirement, one might adopt prevention strategies such as to track their budget, and/or seek advice from a financial planner to maximise their superannuation to avoid potential financial stress in the future. Coping Strategies For Wellness Equally as important, is our ability to focus on remaining well or supporting ourselves when we are struggling or suffering by actively coping with challenging experiences or events through applying helpful coping strategies. A coping strategy refers to “how people respond to stress as they contend with real-life problems” (Skinner & Zimmer-Gembeck, 2007). Applying effective coping strategies can help us maintain a sense of wellbeing, even during or after a stressful event or time. The strategies we apply to adaptively or helpfully cope with stressors can be broken down into four main coping focus areas. When effectively applied, an individual demonstrates resilience. Resilience, which is directly related to wellbeing, refers to the ability to manage everyday stressors and challenges. These include: Our own personal abilities: Self-comforting (regulating our emotions and behaviour and expressing ourselves emotionally) Our social resources: Support seeking (seeking contact and comfort from others, seeking the support of a professional or spiritual guide) Our actions: Problem-solving and information-seeking (planning, strategising and learning) Accessing our available options: Finding new ways to engage with the stressor/s and accommodating them, if unavoidable (reframing a situation and acceptance) Workplace Wellbeing: Beyond the Individual Workplace wellbeing extends beyond personal career satisfaction, and involves the actions and considerations of a workplace or school to positively impact staff experiences of wellbeing, by fostering a safe, supportive and positive environment for their staff. Workplace wellbeing is commonly defined as: When a workplace considers staff wellbeing and makes decisions to promote and/or improve staff’s experience of wellbeing at work and “where a workplace works to acknowledge and address workplace health and wellbeing risk factors and also maximise and foster protective factors for staff.“ Black Dog Institute (2024) Research shows that school’s can improve staff’s sense of workplace wellbeing by making decisions and considerations to promote and protect their wellbeing at work. This begins by acknowledging and addressing the wellbeing risk factors and considering how to prevent staff from experiencing risks in the future. To detail the elements of the workplace that could be a risk, The Learning Dimensions Network – an organisation responsible for workplace training in Work Health and Safety Practices highlight the need for workplaces to enhance staff’s experiences with the work environment, their physical and mental health, social opportunities and workplace culture and diversity. GETTING THE STAFF WELLBEING Workplace Wellbeing: Beyond the Individual Workplace wellbeing extends beyond personal career satisfaction, and involves the actioconsiderations of a workplace or school to positively impact staff experiences of wellbeinfostering a safe, supportive and positive environment for their staff. Workplace wellbeing is commonly defined as: When a workplace considers staff wellbeing and makes decisions to promote and/or impstaff’s experience of wellbeing at work and “where a workplace works to acknowledge an

MAY 2024 35 These factors, if poorly managed or overlooked, can lead to staff’s experiences of stress or dissatisfaction in the workplace, which can negatively impact their experience of wellbeing both at work and in their personal life. Schools with a deeper understanding of staff wellbeing understand their influence on the workplace wellbeing of their people in reference to these various elements. These schools consider preventative actions, strategies, and professional development opportunities across these domains, alongside intervening where required and addressing any current or potential challenge areas or stressors. This approach ensures that staff are not simply “well” but increases the likelihood of a “thriving” or “flourishing” staff and workplace culture, better positioning their people to be able to achieve enhanced performance and outcomes. Finding The “Sweet Spot” Effectively addressing staff wellbeing in schools is achieved with an understanding of the intricate relationship between personal and workplace wellbeing, asserting that educator and school staff wellbeing is a shared responsibility. It involves individual efforts across various life dimensions and in the face of inevitable challenges, alongside a school’s commitment to creating a supportive workplace environment and culture. Recognising the interconnectedness of personal and workplace wellbeing empowers indivand schools, transforms school cultures, and significantly influences the life and learning outcomes of our students. Getting the balance right Knowing how to adapt your staff wellbeing approach or framework to balance both personworkplace wellbeing requires a diagnostic approach to pinpointing the overall state of stafwellbeing and school culture. Conducting a “school scan” of wellbeing is a foundational piece to understanding how stafaring in life and at work. This is best facilitated using a staff wellbeing survey and review multiple wellbeing focused data sets to determine the overall wellbeing of staff, review curworkplace wellbeing practices, identify key workplace stressors and uncover the suggestefocus areas and wellbeing initiatives of staff. This process is step 1 of our 6 step “Well Led Schools” Staff Wellbeing Framework. A “WeLed” school leads with wellbeing in mind, ensuring staff wellbeing initiatives are not an adRecognising the interconnectedness of personal and workplace wellbeing empowers individuals and schools, transforms school cultures, and significantly influences the life and learning outcomes of our students. Getting the balance right Knowing how to adapt your staff wellbeing approach or framework to balance both personal and workplace wellbeing requires a diagnostic approach to pinpointing the overall state of staff wellbeing and school culture. Conducting a “school scan” of wellbeing is a foundational piece to understanding how staff are faring in life and at work. This is best facilitated using a staff wellbeing survey and review of multiple wellbeing focused data sets to determine the overall wellbeing of staff, review current workplace wellbeing practices, identify key workplace stressors and uncover the suggested focus areas and wellbeing initiatives of staff. This process is step 1 of our 6 step “Well Led Schools” Staff Wellbeing Framework. A “Well-Led” school leads with wellbeing in mind, ensuring staff wellbeing initiatives are not an add-on or considered lip service, but truly get to the heart of the challenges at a school and weave wellbeing into a “way of doing” at a school. This places staff wellbeing at the core of decision making, communication and ultimately a school’s culture. BALANCE RIGHT... Technical Update Adrienne Hornby | School Wellbeing Consultant and Strategist Adrienne partners with schools across Australia to collect the crucial data they need to build and embed a tailored Staff Wellbeing Action Plan and Framework for their school. Using her unique ‘6 Steps to Becoming a Well-Led School’ Wellbeing Framework, Adrienne works alongside schools to strategically nurture a positive work environment and address staff burnout, so that the school can improve their outcomes and performance. www.adriennehornby.com.au EDUCATOR WELL BEING SWEET SPOT s, if poorly managed or overlooked, can lead to staff’s experiences of stress or n in the workplace, which can negatively impact their experience of wellbeing both n their personal life. a deeper understanding of staff wellbeing understand their influence on the llbeing of their people in reference to these various elements. These schools entative actions, strategies, and professional development opportunities across s, alongside intervening where required and addressing any current or potential as or stressors. h ensures that staff are not simply “well” but increases the likelihood of a “thriving” ” staff and workplace culture, better positioning their people to be able to achieve rformance and outcomes. The “Sweet Spot” dressing staff wellbeing in schools is achieved with an understanding of the onship between personal and workplace wellbeing, asserting that educator and wellbeing is a shared responsibility. It involves individual efforts across various life nd in the face of inevitable challenges, alongside a school’s commitment to pportive workplace environment and culture.

36 ASBA ASSOCIATE The Ginn Centre Fraser Coast Anglican College The plan had long been to enclose and upgrade the Casuarina Multipurpose Centre which was a 982m2 concrete playing surface covered by a steel portal framed roof, open on two sides with a ground level stage and drama room on one side and 3 classrooms on the other. It served its purpose but even a slight drizzle accompanied by the prevailing south-easterly breeze would result in the cancellation of assemblies, classes, events and performances and there were no wet weather alternatives. The project has been postponed a number of times including 2010 when the College secured a generous BGA grant. Unfortunately, a range of factors, including the Global Financial Crisis, lead to enrolment decline and consequent shelving of the project. In 2019 the project was re-energised, and a working group was formed with representation from across the College community culminating in a contemporary design that would deliver an extended version of the 2010 design. Fraser Coast Anglican College will be celebrating its 30th anniversary next year and for at least 15 of those years the College community had been anticipating an all-weather multipurpose facility. The first concept drawing of the “Millenium Centre”, was created in 1998 under the leadership of the founding Principal, Mr Grahame Ginn OAM. The project has been on the mind of every Principal and Business Manager since. An unsuccessful application to the BGA in 2020, caused the College to again postpone the build based on the anticipated impact on other critical projects if the project was completed without funding support. This decision proved to be a doubleedged sword, on one hand providing time for College Council to revisit and broaden the scope of the project, and add features to improve usability, but also resulting in significant Covid -related cost increases. Another BGA application was submitted in March 2021 based on a February quantity surveyor estimate and by the time it was approved, at the end of 2021, it was evident that construction cost increases were creating issues across the sector. Concerned by the risk this posed to adequately funding the balance of the project, the College sought a revised estimate before proceeding. This estimate showed a 23% increase in construction costs between the time of submission of the grant application and its approval. The College reassessed funding arrangements for the project and proceeded to the tender process. Attracting builders was a challenge in a regional area at a time when the construction sector was facing rising materials costs and labour shortages, and only 2 tenders were received. In May 2022, the preferred tender was selected and the increase in construction costs was, by this stage, a staggering 50% higher than when funding had been applied for in February 2021. Fortunately, the resolve of the College Executive and Council and the strong financial performance of the College at the time allowed the project to progress. The contract was awarded to a local construction company, Torbay Constructions, who are a wholly owned subsidiary of Torbay Lifestyles, a notfor-profit providing aged care services in our region. This alignment with our ethos was fitting, and it made for an ideal partnership. Together with Parups Waring Architects, who designed and managed the build, Torbay worked to deliver efficiencies in both price and time while maintaining quality. These relationships made the construction process congenial. As issues arose, and there were many, there was confidence that this team would work together to find the best solution.

MAY 2024 MAY 2022 37 Our Schools During construction there were some scope changes to capitalise on opportunities identified to make the space something special including the transformation of a brick fire wall into a plaza area telling the stories of our College Houses. The finished product is a building to be proud of and one that will shape students for generations to come. The main hall area is approved to accommodate 1,300 people, features retractable tiered seating for 256 which can be moved close to the stage for a more intimate performance experience, and includes a café with servery to the foyer and to the covered outdoor space. The drama and dance room cleverly features a moveable stage wall, creating a backstage space. Backstage is further enhanced with fully equipped dressing rooms and ample storage spaces for props, costumes, and musical equipment. The floor area is also the same size as the stage to assist with performance rehearsals. The drama and dance room, as well as the stage feature an Australian-made sprung floor with an acoustic vinyl overlay for additional cushioning. The same flooring system, made by Show Works, is used by The Australian Ballet and Queensland Ballet. The stage is fully dressed and includes a cyclorama back wall for use in both performances and presentations. An expandable stage lighting system was designed to meet the immediate needs of the College with the ability to add special lighting in the future. It currently includes moving head wash lights and profile lights for the front of house along with overstage wash lighting. The lighting system can be controlled from the sound booth or remotely via Wi-Fi and is designed for easeof-use, while allowing flexibility for more complex lighting arrangements. The audio-visual system design brief was that the system should be easy to operate, high quality, fit for purpose, and expandable. The system delivered includes a 16000 lumens laser projector with a short throw lens housed on-stage, professional cameras with recording and streaming capability, Extron audio system and Renkus Heinz speakers. The sound produced by the system is clear and balanced. The space occupied by the stage in the original multipurpose space is now a fully equipped gym featuring high density fitness flooring made in Australia from recycled rubber. The two multi-purpose playing courts, are on a premium engineered timber sports floor system which includes a Germanengineered, sprung understructure ensuring uniform performance across the floor area and superior shock absorption. Players also have easy access to amenities including change rooms. Along with two classrooms with large glass paneling to the main hall area, the mezzanine level of the building includes a fully enclosed sound booth housing sound and lighting control, and a staff room. At over 15000m3, efficiently maintaining a comfortable temperature in the main hall provides a significant challenge. The use of mechanically operated louvres, large fans and mechanical extraction works well to cool the space for sports use, while minimizing carbon footprint. For more formal events and performances, the large, ducted air conditioner (affectionately known as “Big Dave”) is used. As commissioning grew closer the announcement was made that the multipurpose facility would be named the Ginn Centre after the College’s founding Principal. There are a great many reasons why Grahame is deserving of this gesture, and it was a moment of pride for the current leadership team to see Grahame open the Ginn Centre on January 25th, 2024, delivering on his dream to build the “Millenium Centre” all those years ago. The Ginn Centre has created a multitude of opportunities. The College can hold whole school assemblies, musicals, and events in all weather conditions. The most prestigious event of the year, the annual awards night, which has long been held in a neighbouring town, can now be hosted on campus. The opportunities for the broader community to use the Ginn Centre are also significant, and the College has already hosted the Brisbane Bullets and had numerous requests for use by community groups. For FCAC this project was not just any building expansion project. It was a once in a generation build, one that would serve the community for years to come, and a career highlight for this Business Manager. Nicole Robertson | Business Manager Fraser Coast Anglican College

38 ASBA ASSOCIATE

Schools face a number of challenges — and so do the boards govern them. While concern about some of these challenges hfluctuated since 2014, high salary costs and school fees as wellcompliance issues have remained top priorities for governors falmost a decade. Twelve key characteristics of effective school boards define heschool governance and present opportunities to improve at evturn. By adopting most or all of these characteristics, schools cmitigate many of the issues they face today. School boards that pay close attention to their duties and oblicreate better outcomes for students, school staff and themselvevery school gets it right, but when they do, it’s usually becausboard made a conscious decision to ensure these outcomes. When do schools fail? Failure doesn’t come down to educational issurather governance and business structures or financial management But school boards often make the same mistake of focusing solethe academic side instead of looking at governance practices an 39 • Schools face a number of challenges — and so do the boards that govern them. While concern about some of these challenges has fluctuated since 2014, high salary costs and school fees as well as compliance issues have remained top priorities for governors for almost a decade. • Twelve key characteristics of effective school boards define healthy school governance and present opportunities to improve at every turn. By adopting most or all of these characteristics, schools can mitigate many of the issues they face today. • School boards that pay close attention to their duties and obligations create better outcomes for students, school staff and themselves. Not every school gets it right, but when they do, it’s usually because the board made a conscious decision to ensure these outcomes. When do schools fail? Failure doesn’t come down to educational issues, but rather governance and business structures or financial management failures But school boards often make the same mistake of focusing solely on the academic side instead of looking at governance practices and processes. While educational programs are undoubtedly important, the number of school failures due to poor curricula pales in comparison to failures due to poor governance and financial management. Survey data from the independent school sector management level shows some almost-unchanged priorities since 2014. But it is possible to establish healthy school governance — as evidenced by a number of core characteristics associated with effective school boards. There’s a definitive wrong way to go about governance, but also a clear right way. The biggest challenges facing schools A 2022 Bursars Forum study found that school business managers and CFOs have consistently reported that keeping school fees down and schools affordable has been the number-one priority since 2014. Even doubleincome families have found managing personal finances persistently harder, leading to a growth in requested grandparental support. Academic expectations are rising, and as schools feel it necessary to deliver, school fees are rising, too. At the same time, government funding isn’t keeping pace with increasing costs. Finding quality teachers — and often board members — has also been a pressing concern. School boards without quality board members put the whole organisation at risk. To limit this risk, some school governors are establishing committees that search for and bring in nominees for board membership. Sustainably managing school fees is a huge challenge that only strong boards can effectively tackle. Rising salary costs and compliance issues are of even greater concern than finding high-quality staff members. These are issues related to the Australian Tax Office (ATO), workplace health and safety (WHS) laws, the Australian Charities and Not-for-profits Commission (ACNC) and the Department of Education. There are no magic bullets to solve these problems, but networking to find solutions together is a helpful starting point. Technical Update

Healthy governance: Finding a pathway forward The distinction between governance and management might not be immediately clear, but it is important for board members to understand: • Management is reactive, administrative and task- and detail-oriented. It seeks to establish and carry out management policy based on the agenda. Management is focused on ‘how’ and concerns itself with the past as it informs the present. • Governance is proactive and visionoriented, initiating and setting the agenda for management to follow. Predictably, it seeks to establish and monitor governance policy — with a focus on ‘what,’ ‘who’ and ‘why.’ Governance looks to the present as it informs the future. Vision statements are common for schools but should be thoroughly owned by the board and not fed to it by management. The board is appointed by an organisation’s moral owners to ensure it acts in accordance with its purpose. Moral owners are company or association members who attend annual general meetings (AGMs). Although moral owners aren’t involved in daily governance, they are, nevertheless, a critical part of the organisation, and AGMs foster close relationships and communication between moral owners and the board. There may be an overlap in roles if some individuals serve as both board member and moral owner. Both of these categories are distinct from personnel — including teaching and other staff members — and beneficiaries: students and their families. But board members, moral owners, personnel and beneficiaries alike all come together around shared values, vision and purpose — without which schools often fail. Equally, organisations without enough moral owners experience significantly greater challenges. School Governance 101 Creating Opportunities and Overcoming Challenges More frequent performance appraisals — for both the board and staff members — help identify weaknesses, communication breakdowns or misalignment of expectations. Community surveys for students, staff and the board also help identify organisational perception: Is it meeting and serving the purpose the stakeholders believe it should be? The 12 characteristics of an effective school board 1. There is a clear understanding of respective board and staff roles, which means the board engages in governance and not management. Failure to understand this leads to organisational problems. 2. The board has a governance focus, which means looking forward with an obligation to ensure things are happening correctly today and avoiding organisational slowdowns and folds in the process. 3. Board members must understand their three roles as governors, volunteers and implementers. Respectively, these roles ask them to hold management accountable, (often) not be paid and help achieve the vision rather than dealing with daily management issues. 4. The board must be clear about and link with its stakeholders and moral owners in terms of the school’s purpose, activities and priorities, all of which must be consistent with what moral owners require. 5. The board must adopt clear mission goals, ensuring clarity for school principals and management about organisational priorities, and should not compete with management. 6. The school principal (or CEO, or executive) is the one agent for boards who is responsible for achieving the goals within the parameters the board sets. Board reports should be formatted in a way that complements this end and keeps CEOs on track and accountable. 7. The board should have a clear set of policies collated in a single document explaining the functions of the board, which is regularly reviewed and accessible on a board portal. 8. Board chairs critically ensure effective boards by “managing” them or administrating with support from the principal. 9. Board committees serve the board’s (not the staff’s) needs and should very rarely be delegated any decision-making responsibility — only in exceptional circumstances and in a limited capacity. They are not public communications teams. 10. Board meetings should be well planned with advanced materials provided (at least a week prior), good agendas, clear results and an opportunity for the board to get to know each other better. 11. Board members should be selected and well orientated based on thought-out criteria and with diverse skills, ages and genders to make them as effective as possible. 12. The board accepts responsibility for improving itself, not looking to company or association members or executives (i.e., principals) to help or educate it in best-practice governance. When school boards apply these principles, effective and high-quality school governance is sure to follow.

MAY 2024 41 How things go wrong — and why they go right If school boards fail to ensure that they’re adopting the right principles for good governance, disaster may ensue. One K-12 school in northern New South Wales (NSW) had 300 students, but its false census returns (for three years) confirmed 420. It got staffing levels for 420 students and increased but disproportionate cash flow. This was all thanks to an unengaged board that was responsible for improper financial reporting, weak staff checks and a lack of award compliance. The board only met twice a year and was minimally accountable, with poor employment contracts and failure to pay staff their entitlements. With no checks and balances in place, the school ultimately ended up owing the Commonwealth and the state $2 million. It couldn’t pay and had to close, and the principal was jailed for three years. This could all have been avoided with: • An involved board; • An appropriately scrutinising finance committee; • A treasurer obtaining proper sign-off; and • An external auditor with access and directly reporting to the board (not the business manager). Technical Update Technical Update Even with good communities behind them, schools staffed by incompetent, overloaded or inadequately resourced administrative teams won’t last long, unfortunately. Another K-12 school with 850 students based in Adelaide, South Australia, benefited from a very engaged board with a clear vision and mission, a strong leadership team, reasonable finances and a good student waiting list. As a result, they managed to purchase land and buildings with a replacement value of $66 million dollars alone for just $8 million. Thanks to detailed cash flow projections and a long-range financial masterplan, the school managed to double its site size (with spare buildings) and grow enrolments to 1,250 in just two years. These two lessons serve to show how important governance is to schools’ functioning. With a weak board in place, schools can literally shut down, with individuals bankrupted or imprisoned. With the right board — demonstrating the twelve characteristics of good governance — schools can deservedly grow towards even improbable success, serving both local communities and wider society. What is local school governance? Local school governance refers to the organisational structure, decisionmaking processes, and oversight model for schools at the district or individual building level. This governance usually comes in the form of a school board comprised of elected or appointed members from that local community. These boards are responsible for establishing policies, setting and overseeing the budget, evaluating and hiring the superintendent or principal, and helping to shape the overall strategic vision and direction for the school or district. School boards create a mechanism for local governance that keeps the school connected to and reflective of its community. What is the difference between school governance and management? There is an important distinction between governance and management within a school organisational structure. Governance refers to the big-picture oversight, vision setting, and high-level policymaking work of the school board. This includes budgets, hiring, evaluation, and strategic planning. Management on the other hand encompasses the day-to-day administrative tasks and operations of the school. This is the role of the principal/superintendent and other staff members who implement the policies and plans established by the board through governance. There is intentional separation between governance and management. The board governs and provides direction, while the administrators and staff manage the execution and details of that vision. What is the most important responsibility of a school board?? nOf all the responsibilities school boards have, oversight of finances and adherence to the annual budget is arguably one of the most critical. Research into school closures and other major issues consistently points to poor financial management and lack of budget control as one of the central causes. School boards that do not prioritize budgeting and financial planning put their schools at serious risk of major problems. Effective school boards make fiscal management and budget monitoring a centerpiece of their governance model, establishing clear financial policies and holding administrators accountable for aligning with the approved budget. (Continued P 42) There is an important distinction between governance and management within a school organisational structure

42 ASBA ASSOCIATE School Governance 101 Creating Opportunities and Overcoming Challenges Is governance same as management? No, school governance and management are distinct roles and responsibilities. The board practices governance through high-level oversight and vision-setting work like policymaking, budget approval, hiring/ firing of the administrator, and strategic planning for the direction of the school. These are big picture governance tasks. Administration and staff handle management via day-to-day tasks like scheduling, teaching, purchasing, student issues, and generally operating the school based on the board’s governance framework. Management is the hands-on work of running the school based on the plans and policies set by the board. Governance and management work in tandem but have clear separation. What is the role of school board? A school board’s core role is to provide strategic oversight, vision, and direction for the school through essential functions like adopting policies, overseeing and approving the budget, hiring and evaluating the superintendent or principal, connecting with the community, and setting clear goals and priorities for the school. Essentially, they govern the school through these big-picture responsibilities that set the direction, while empowering the administrators and staff to handle the day-to-day management needed to operate the school. School boards govern, administrators and staff manage daily operations based on that governance framework. How much do school board members get paid? The vast majority of school board members serve as volunteers without pay. Some receive a modest stipend in the range of $50 - $150 per meeting, but serving on a school board is still considered volunteer community service rather than a paid position. Most who seek school board membership do so out of civic interest and duty, with expectations that they will volunteer their time governing the school. While not prohibited, direct salaries for school board members are rare. This helps maintain the notion of altruistic community service central to the role. Schools face a number of challenges — and so do the boards that govern them. While concern about some of these challenges has fluctuated since 2014, high salary costs and school fees as well as compliance issues have remained top priorities for governors for almost a decade. Twelve key characteristics of effective school boards define healthy school governance and present opportunities to improve at every turn. By adopting most or all of these characteristics, schools can mitigate many of the issues they face today. School boards that pay close attention to their duties and obligations create better outcomes for students, school staff and themselves. Not every school gets it right, but when they do, it’s usually because the board made a conscious decision to ensure these outcomes. When do schools fail? Failure doesn’t come down to educational issues, but rather governance and business structures or financial management failures But school boards often make the same mistake of focusing solely on the academic side instead of looking at governance practices and Is the principal a member of the school board? Typically the school principal is not an official voting member of the board, since the board oversees and evaluates the principal. Instead, the principal serves in an advisory and informational role, providing critical updates and reports to the board that help inform their policymaking and oversight. They may attend board meetings and offer perspectives, but usually do not have an official vote. Some boards may allow the principal to be a non-voting member, but they are generally not voting participants since the board oversees them. Do school board trustees get paid? Most who serve as school board trustees are unpaid volunteers motivated by civic duty rather than direct compensation. Some districts offer a modest stipend for attending meetings or reimburse expenses, but there is no expectation or model of trustees being directly compensated for their governance role like an employee. The intention of the board is community service and oversight versus shareholder profit. Paying board members could create perception issues around motivations. How many people can be on a school board? School boards can vary in size, but commonly have between 5-10 members. The exact number is usually dictated by local policies, regulations, and custom. Larger districts may opt for more members to represent their expansive areas, while smaller schools may need fewer. There are common minimums and maximums that boards must abide by based on their specific state and district rules. The size should allow adequate representation without being too unwieldy for efficient governance and decision-making during meetings. How many meetings should a board have? Most school boards meet on a monthly basis, which allows for oversight and input on issues as they come up. Some may meet a bit less frequently such as six times a year, while others require bi-monthly meetings or more depending on circumstances. Ten to twelve regular meetings over the course of the academic year is fairly standard practice. This monthly cadence enables the board to be regularly informed and involved without overstepping into excessive oversight or full management of daily operations, which should be handled by administrators. How can board committees help make a school board more effective? Board committees can improve school board effectiveness by focusing on specific areas relevant to governance that require deeper study and expertise. Committees allow a subset of members to dedicate time and gain knowledge in finances, facilities, curriculum, or other areas, then report back key findings and recommendations to the full board. This enables the full board to benefit from the concentrated insight of committees without having to become experts in every area themselves. Committees should serve the board’s governance needs primarily, not school management. What should a school board’s relationship with the principal be? The school principal serves as the board’s key liaison and administrative partner, but the board maintains oversight. An effective relationship recognizes the principal as the top manager who oversees day-to-day operations based on the board’s governance vision and policies. The principal informs the board’s decisions by providing critical updates, data, and insights. In turn, the board sets goals, parameters, and expectations for the principal to carry out. They work collaboratively, but the board governs and the principal manages. Trust and open communication are essential. What are some best practices for selecting effective board members? Best practices include defining clear criteria for skills and experience needed on the board based on strategic goals, then actively recruiting qualified candidates to serve. Seeking diverse board members in terms of occupations, demographics, and viewpoints results in better decisions informed by different perspectives. A nominations committee can identify and vet potential members. Interviews and recommendations help ensure candidate qualifications before appointment or election. Periodic selfevaluations identify gaps to fill. Casting a wide net for board members yields better results. Craig Harvey | Senior Consultant Resolve Consulting

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44 ASBA ASSOCIATE Our Schools THE GRASS IS GREENER ON ST LUKE’S NEW SPORTS FIELD In 2022 St Luke’s Grammar School celebrated 30 years as a co-educational Pre-K to Year 12 school serving the Northern Beaches of Sydney. Since its inception, St Luke’s has built a reputation for academic excellence, with engaged students, dedicated teachers and a robust Learning Framework. Combined with warm pastoral care and deep community spirit, St Luke’s seeks to honour God by empowering students to flourish in learning and life. With two campuses, Dee Why and Bayview, St Luke’s is a community of over 1,400 students and approximately 180 staff. The Dee Why campus is located in a high-density, urban setting which limits the ability for wide open spaces and natural habitat to be part of the school. Yet, the location lends itself to the natural beauty of the Northern Beaches, with unlimited access to local sports fields, the beach and national parks. It was with this setting in mind that we approached the need to re-look at our natural grass field and how to improve the wear and tear caused by the constant use.

MAY 2024 45 Natural Grass Field At the end of every school year, our Facilities Team routinely dug up the sports field, fertilised, watered and laid new grass. This was then watered and cared for over the summer break, ready for the start of the year. When students returned, they were greeted with a lush, green natural grass playing field. Unfortunately, by the end of Term 1, with numerous daily sports and outdoor activities, the grass was significantly damaged and inundated with dusty/muddy patches, and uneven surfaces. Despite weekly care, the grass was never able to withstand the heavy foot traffic and recover from the daily use. After many years of this repeated process, there was a need to look at alternatives so that we could continue to provide a safe and enjoyable playing environment. Grass Options We embarked on a rigorous research phase investigating the different options available to us. Over the years, we had used different types of natural grass, none of which stood the test of time. We spoke with greenkeepers and lawn specialists. We investigated a hybrid option of synthetic grass combined with natural grass. However, this was not suitable for such high-impact usage as a sports field. After careful consideration, artificial turf emerged as the most effective option. Artificial turf can withstand heavy foot traffic, harsh weather conditions, and intensive use without deteriorating. This longevity ensures long-term cost savings and minimal disruptions to school activities. Installation Installing the artificial turf took three months. During this time, the area was out of bounds for students but this was overcome by installing in the lead-up to and over the summer holiday period. The existing grass, rocks and debris were removed and the area was levelled to ensure a smooth surface. The turf was trimmed to fit the area precisely and an infill was spread over the turf to help support the turf blades, add stability and provide cushioning. The turf was then brushed to fluff up the fibers to evenly distribute the infill, look more natural and maintain its integrity over time. Post Installation The excitement among the students was palpable when they returned to school in 2024 and were greeted with a brand new sports field. The feedback from them has been overwhelmingly positive. They appreciate the consistent playing surface, reduced risk of injuries due to uneven terrain, and the overall improvement in the quality of outdoor activities. Our football, futsal, rugby union and touch football teams have appreciated the ability to train and play on school grounds. As a whole school, we have appreciated the ability to hold whole school assemblies and special celebration days together. For example, our recent combined campus Easter service with all students from Bayview and Dee Why, Pre-K to Year 12, and staff was held on the sports field. However, managing the increased demand for the sports field has presented its challenges. With a surge in student enthusiasm and participation, the school has implemented a system where different year groups are allocated specific days to use the sports field. This approach ensures that all students have equal opportunities to enjoy the facilities while minimizing overcrowding. While it requires coordination and scheduling adjustments, this strategy has been effective in ensuring fair access for all students. Benefits The success of artificial turf installation at our school serves as a testament to its suitability for high-usage areas with limited space. The durability and low maintenance requirements make it a costeffective and practical solution for schools facing similar challenges. Moreover, the positive feedback from students underscores the importance of investing in quality outdoor amenities that promote physical activity and overall well-being. In recommending artificial turf to other schools, especially those dealing with small areas and high usage levels, we emphasize the following benefits: Durability: Artificial turf can withstand heavy foot traffic, intense sports activities, and adverse weather conditions without significant wear and tear. This longevity ensures long-term cost savings and minimal disruptions to recreational activities. Low Maintenance: Unlike natural grass, which requires regular watering, mowing, and reseeding, artificial turf is low maintenance. It eliminates the need for costly upkeep and allows schools to allocate resources more efficiently. Consistent Playing Surface: The even and stable surface of artificial turf provides a safe and enjoyable environment for sports and outdoor activities. It reduces the risk of injuries associated with uneven terrain and enhances the overall quality of play. Space Optimization: For schools with limited outdoor space, artificial turf offers a practical solution by maximising the use of available areas. Its versatility allows for multi-sport functionality, catering to diverse recreational needs. Student Satisfaction: The positive feedback from students regarding artificial turf highlights its appeal and contribution to enhancing the overall student experience. It promotes active lifestyles, fosters teamwork, and creates a sense of pride in school facilities. While the initial investment in artificial turf may require financial planning, the long-term benefits far outweigh the costs. Schools can benefit from extended usability, reduced maintenance expenses, and improved student engagement, making it a worthwhile investment in the quality of education and campus amenities. In conclusion, the installation of artificial turf at our school has proven to be a transformative decision, addressing the challenges of high student usage and limited outdoor space effectively. The positive impact on student experiences, coupled with the practical advantages of durability and low maintenance, makes artificial turf a highly recommended solution for schools seeking sustainable and functional sports field options. The success of artificial turf installation at our school serves as a testament to its suitability for high-usage areas with limited space. Jane Hughes | Business Manager St Luke’s Grammar School

46 ASBA ASSOCIATE Sub heading Heading level 1 Intro goes here Text goes here FOR ALL YOUR PAINTING NEEDS Higgins Coatings’ national network of local experts can upgrade and maintain your school’s paintwork, ensuring your facility looks good all year round. 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 can thrive. 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

“A gem cannot be polished without friction, nor a man perfected without trials” - Seneca. A tribologist studies the friction between interacting surfaces; surprisingly, it’s quite a broad field. Tribology is needed to maintain machinery, replace human joints, design basketball shoes and many more dissimilar fields. Too much friction and the machine / artificial joint / shoes will stick; too little friction and the machine / artificial joint / shoes will slip. The Art of Positive Friction Tribology is a word you might not have heard before. My interest in tribology stems from my belief that leaders need to master friction to get the most out of their people. Positive Friction is about knowing when and how leaders should use friction. MAY 2024 47 Conflict as a Positive Conflict is one of those words that means different things to people, usually depending on the context and perspectives of individuals involved. To some, the word conflict evokes a battle – it involves damage and trauma. To others it means emotional tension between individuals and groups, where anger or frustration are affecting relationships, families, communities or even entire organisations. Sometimes conflict is a synonym for a negotiation. When individuals or groups have different interests or priorities, negotiation is one way to resolve that conflict. For me, conflict, if it’s managed constructively, is a positive thing. It is human nature to avoid conflict but if we engage with it: • it provides a way for fruitful deals to be negotiated • it gives people the chance to work through issues and emerge with better relationships • it allows teams to hear and understand different perspectives and search for alignment • it can lead to breakthroughs when groupthink is abandoned in favour of the creative exploration of differences. There’s some hyperbole here, but if leaders could negotiate better, resolve conflict better and be better at harnessing the contributions of their teams, it would improve profit, retention, productivity, alignment, and basically everything! To elevate the benefits of conflict and negotiation, I have coined the term “Positive Friction” and I want to challenge organisations to develop Positive Friction cultures. The ancient Roman philosopher, Seneca, said: “A gem cannot be polished without friction, nor a man perfected without trials”. The same is true for families, schools, communities and organisations. We think friction is bad, but it can be used as a polish to reveal hidden benefits. (Continued P 48) Technical Update Technical Update

48 ASBA ASSOCIATE The Art of Positive Friction Positive Friction in a School Environment What would Positive Friction mean in a school environment? In any organisation, teams that are equipped with Positive Friction skills communicate better, overcome misunderstandings quicker and collaborate more effectively. For school business managers, this would mean that: • Negotiations with suppliers and business partners would progress better and deliver better outcomes. • Dealing with industrial issues would be smoother if parties understood and pursued interest-based negotiations and mutual problem-solving methods. • Tensions in, and between, departments (such as department heads trying to restrict the use of certain facilities to their own department) would be identified early and discouraged. • Resolving budget constraints and identifying financial priorities would be less fraught if stakeholders could engage in constructive dialogue. • Difficult decisions in school councils could proceed in a safe environment where different opinions are safely aired and explored without the risk of directors moving into factions. Positive Friction is made up of three related disciplines that can stand alone and overlap: negotiation, mediation and facilitation. Negotiation is all about influence and agreement. In negotiation, we need to manage the friction to keep it at the right level for the circumstances. Mediation is used to identify and resolve unhelpful conflict and it requires the careful dialling down of friction. In contrast, facilitation requires dialling up the friction in order to harness contribution and pursue alignment from stakeholders. In my experience, leaders don’t know that they need these skills. They think that negotiation is something that involves large sums of money or even hostages and camouflage! They think that mediations are conducted in windowless rooms with a counsellor figure trying to get the parties to agree, and that facilitation is just group exercises with sticky notes and coloured pens. Phases of Positive Friction There is usually a natural progression in Positive Friction and, typically, my work with organisations unfolds in phases: Phase 1 – Negotiation: Negotiation skills are the bedrock of Positive Friction. Few skills have as much impact on life and work as learning how to negotiate well. At the very least, learning to negotiate equips people to present compelling arguments, build rapport and make better decisions in uncertain situations. Beyond that, deciding to invest in the negotiation skills of individuals and teams delivers significant tangible commercial benefits. Phase 2 – Mediation: Unmanaged conflict derails success. Sometimes conflicts arise due to concrete issues like allocation and delivery of tasks, but sometimes conflict arises from differences in personality or fundamental differences in values. All leaders of teams should develop the ability to identify brewing conflicts and know how to step in to mediate them. Phase 3 – Facilitation: Many organisations claim to value collaboration but often leaders want the veneer of collaboration without having to explore opposing views from within their ranks. When deploying the benefits of facilitation, leaders can uncover previously unknown risks and benefits, and they can honour the wisdom of the group and get everyone onboard going in the same direction. Positive Friction Culture: An organisational culture aligned with Positive Friction is characterised by open communication, constructive debate, trust and respect. Staff are not beholden to a hierarchy that stamps down creativity or the exploration of risk. They feel empowered, engaged and supported. Complex business challenges are met with resilience and adaptability because diverse perspectives are valued and the environment encourages creativity and collaboration. ________________ Traditionally, activities like negotiation, mediation and facilitation are led by specialists, by lawyers, mediators and management consultants. These skills are taught in law degrees and MBAs and then, often, shrouded in secrecy so that they aren’t accessible to non-lawyers and non-consultants. But this can change. Knowing how and when to use friction is a leadership capability. The following tips are recommended as you start the journey to implementation of a Positive Friction Culture: Phase 1 – Negotiation: Negotiation skills are the bedrock of Positive Friction. Few skills have as much impact on life and work as learning how to negotiate well. At the very least, learning to negotiate equips people to present compelling arguments, build rapport and make better decisions in uncertain situations. Beyond that, deciding to invest in the negotiation skills of individuals and teams delivers significant tangible commercial benefits. Phase 2 – Mediation: Unmanaged conflict derails success. Sometimes conflicts arise due to concrete issues like allocation and delivery of tasks, but sometimes conflict arises from differences in personality or fundamental differences in values. All leaders of teams should develop the ability to identify brewing conflicts and know how to step in to mediate them. Phase 3 – Facilitation: Many organisations claim to value collaboration but often leaders want the veneer of collaboration without having to explore opposing views from within their ranks. When deploying the benefits of facilitation, leaders can uncover previously unknown risks and benefits, and they can honour the wisdom of the group and get everyone onboard going in the same direction. Positive Friction Culture: An organisational culture aligned with Positive Friction is characterised by open communication, constructive debate, trust and respect. Staff are not beholden to a hierarchy that stamps down creativity or the exploration of risk. They feel empowered, engaged and supported. Complex business challenges are met with resilience and adaptability because diverse perspectives are valued and the environment encourages creativity and collaboration. But, at the heart of all these Positive Friction interventions is, simply, the desire to agree on a way forward. Positive Friction means working out what is needed, understanding the parties’ needs, managing emotions, getting and keeping trust, growing mutual understanding and, simply, agreeing something. The tools used to agree may differ, as may the rules for deciding, but in the end, Positive Friction is simply about agreeing the way forward.

Tips for Implementing Positive Friction Traditionally, activities like negotiation, mediation and facilitation are led by specialists, by lawyers, mediators and management consultants. These skills are taught in law degrees and MBAs and then, often, shrouded in secrecy so that they aren’t accessible to non-lawyers and non-consultants. But this can change. Knowing how and when to use friction is a leadership capability. The following tips are recommended as you start the journey to implementation of a Positive Friction Culture: 1. Train Teams and Key Leaders in Negotiation Skills Negotiation is a fundamental life skill, but too many people fear it while others think they can already do it well. I have worked with many people who fear the confrontational aspects of negotiation and leave money on the table and value unrealised. I have also worked with people who are convinced they negotiate well because of a few deals that went their way. It is only with sustained practice that the “negotiation muscle” is fit and ready to be exercised in any circumstance. 2. Obtain an Independent Assessment of the Negotiation Prowess of Key Leaders Key leaders who negotiate on behalf of their organisations need to be at the top of their game. Often leaders have blind spots, don’t know how to adapt their style to different negotiation situations or need help dealing with pre-negotiation nerves. An independent assessment of a key leader’s prowess identifies strengths and weaknesses, builds confidence and embeds skills. This, in turn, reduces organisational risk and leads to improvements in strategic partnerships and the bottom line. 3. Engage Impartial Facilitators for Key Events Impartial facilitators are usually adept at Positive Friction. They will create a supportive environment where participation is maximised, conflict is controlled, and decision-making is focused and structured. Events like strategic planning by school councils and discussions about allocation of resources will benefit from external facilitation. And the best facilitators won’t just facilitate for you, they will work with you and show you how to manage group dynamics and safely explore differences in opinions. A culture of Positive Friction is neither quick nor easy to implement, but the benefits are worth it. About the Author Fiona McKenzie is a management consultant and mediator. Her area of expertise is Positive Friction, helping leaders use constructive conflict and negotiation skills to be more effective. Fiona supports leaders and teams to negotiate agreements, mediate disputes and facilitate team alignment. She teaches negotiation skills to government and industry, consults on client-led negotiations, speaks on different aspects of conflict by design, provides coaching in negotiation and conflict resolution, and helps boards and leadership teams stop paying lipservice to collaboration and actually agree things and commit to action. Fiona is a nationally accredited mediator and holds a Bachelor of Arts (Honours) degree and a Master of Business Administration degree. She is also an Allen Knott Scholar medal recipient (University Medal) for the highly competitive Macquarie University MBA program. Fiona draws on proven frameworks as well as her own models of negotiation and conflict-resolution, which have been developed through training, research and practical experience. She has helped big businesses make multi-million-dollar deals and small businesses improve the bottom line. She has mediated staff and employer disputes and helped individuals negotiate promotions and pay rises. She has facilitated workshops for multi-nationals, family business and community groups. The thing that sets Fiona apart is that, unlike other negotiation trainers and mediators, she has actually done the deals … it’s not just theoretical. Ph: +61 412 268 842 Email: [email protected] LinkedIn: https://www.linkedin.com/in/fionamckenzie/ MAY 2024 49

50 ASBA ASSOCIATE Sub heading Heading level 1 Intro goes here Text goes here LIKE NO OTHER! BESPOKE HOSPITALITY SOLUTIONS. For fresh eyes and conversations, contact: Michelle Biddle Executive General Manager Business Development  0434 817 497 John Farrell Business Development Manager                         0466 796 457 [email protected]