ASBA ASSOCIATE NOVEMBER 2023

ASSOCIATE Vol.65 December 2023 Published by IMAGE: Canberra Grammar School | Snow Concert Hall 4 Social Contribution of Independent Schools 9 Why Your Next Strategic Plan Needs Agility 11 Award Winning Snow Concert Hall |Canberra Grammar 18 Meeting the Facility Needs at Bishop Druit College 22 Teach Your Managers to Mentor 26 Best Practice Recruitment Tips 28 Australia’s Most Sustainable Schools 33 ASBA 2023 Conference Highlights 37 The ChatGPT Takeover 41 Scientia Terrace | Monte Sant’ Angelo Mercy College 47 ASBA 2025 inside

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DECEMBER 2023 3 From the Chair Chair | Mark Glover Trinity Grammar School, Kew (ASBA VIC) Email: [email protected] Mark Glover was elected Chair of ASBA Limited in April 2023 and has been a Director since July 2016. Mark previously served as Deputy Chair and has held Executive roles on the ASBA Victoria Chapter. Mark is currently the Director of Business at Trinity Grammar School, Kew. 2023 has been a year to farewell and welcome new Directors, ASBA staff and Platinum Partners. The Board farewelled three Directors in 2023, Fergus Leicester (ASBATAS), Sonja Matthes (ASBAWA) and Toni Williams (ASBAQ). On behalf of ASBA, I wish to thank Fergus, Sonja and Toni for their willingness to serve on the ASBA Board and their contribution to the Board during their term. We welcomed back Stuart Calvert (ASBATAS), and new Directors Steve Martin (ASBAWA), Nicole Bradshaw (ASBAVIC) and Mark McFie (ASBAQ) to the Board. After 9 years of loyal service, Pip Thomas resigned from her role as CEO of ASBA during the year. Pip has overseen 4 ASBA national conferences and supported chapter conferences, roadshows and ASBA events and back office activities during this time. On behalf of the Board and ASBA members, I sincerely thank Pip for her diligence, loyalty and significant contribution to the Association. The Board appointed Kathy Dickson as CEO in September 2023 and is looking forward to working with Kathy in engaging with you to ensure that we continue to serve members well. We farewelled Ricoh and NGS as Platinum Partners of ASBA at the conclusion of the ASBA 2023 National Conference. We thank them for their support of our members and activities. Stuart Calvert | Chair ASBA Update 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 welcome and thank CompNow and Salto Systems for joining as new Platinum Partners and look forward to working with them over the next four years. The Board has met four times this year, with the final meeting held at Trinity Grammar School, Kew on 3 November 2023. The Board has been working with the Associations Forum on strategic governance matters to enhance the effectiveness and efficiency of the Board and the organisation generally. This discussion will continue into 2024 with communication to the Chapters to be provided in due course. This is an exciting time for ASBA as we head towards our 50th year celebrations in 2027. It is hard to believe that the 2023 ASBA National Conference has come and gone. A separate report on the conference is included in this edition of The Associate. To the ASBA Limited Board colleagues from across Australia and New Zealand, thank you for your commitment to the governance and strategic leadership of this wonderful organisation. I want to thank all of our Chapter Members across Australia and New Zealand for their continued support and contribution to the success of ASBA throughout the year. I’d like to wish all members and supporters our very best wishes for the Christmas Season and the new year ahead. Mark Glover | Chair ASBA BOARD ASBA Executive Nicole Bradshaw (ASBA VIC) Stuart Calvert (ASBA TAS) Kristy Dennis (ASBA NSW) Steve Martin (ASBA WA) Mark McFie (ASBA QLD) Nigel Wilkinson (ASBA NZ)

4 ASBA ASSOCIATE The diversity and autonomy of Independent schools means they have a particular advantage when it comes to being innovative and tailoring programs. Independent schools value a holistic educational approach and encourage students to be active, compassionate, and engaged members of the community at a local, national and global level. Independent Schools Australia (ISA) set out to articulate, and where possible quantify, the social contribution of Independent schools by commissioning research through McCrindle. The resulting report; The Social Contribution of Independent Schools explores the attitudes of families, teachers and school leaders from Independent schools across Australia about ways in which their school benefits society. The work highlights some of the many programs delivered by Independent schools across Australia that transcend traditional academic achievement. Independent schools foster a holistic approach to learning, encouraging students to become lifelong learners with a sense of purpose, meaning, and direction in their lives. Research shows that alignment with values is a key reason families choose Independent schools. The report illustrates the importance schools place on developing values and capabilities in young people to nurture not just life-long learners, but individuals who are principled, use good judgement and are committed to making a positive difference in the lives of those around them. ISA Update Making a contribution to society Independent schools help shape future leaders and global citizens In a world marked by polarisation, social unrest and increasing mental health challenges, the contribution of schools to nurturing engaged and capable citizens is more significant than ever.

DECEMBER 2023 5 Fostering world citizens Independent schools foster the leaders and citizens who will move confidently through the world and embrace future challenges. 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. Case study | St Michael’s Grammar School (VIC) Case study | Port school (WA) “ A distinctive goal we have at St Michael’s is to graduate contributing global citizens. We encourage our students to take an interest in the world around them from an early age. ” Ros Casey, Director of Enrolments, Engagement, Communications and Advancement at St Michael’s Grammar School, VIC ‘From, With and For the World’, is a philosophy that runs right through St Michael’s Grammar School “ It’s amazing to see some of these young people turn their lives around through these leadership experiences. ” Mike Gilbert, Deputy Principal, Port School, WA Port School student working at Orphanage Klang, Malaysia Nearly half of Independent schools have sister schools. Many have student exchanges, and some have teacher exchanges Contributing to community Independent schools recognise the importance of connecting and contributing to the broader community. Nine in ten Independent schools encourage students to volunteer, and most encourage staff and parents to volunteer. Many Independent schools establish international partnerships with overseas charities, schools or other organisations. Seven in ten parents of Independent school students reported that their school develops a global perspective. The research shows that two in five students had volunteered in the previous year. That’s higher participation than other school sectors according to the Cardus Education Survey (2020) Australian Schools and the Common Good. Indeed, the Australian Census 2021 showed that Independent school students were less likely to have paid employment than students overall, but are more likely to volunteer for an organisation. Anne Walker | Director, Media and Communications

6 ASBA ASSOCIATE making a contribution to society • Independent schools Case study | St Euphemia College (NSW) Case study | Mäpuru Yirralka College (NT) Port School student working at Orphanage Klang, Malaysia Independent schools that serve communities with a wide variety of values and beliefs, reflecting the rich cultural and religious diversity of Australia. “ When something is student led, there is a sense of ownership and responsibility. When students take ownership of their learning, they’re going to pour their heart and soul into it. We want to empower them to know that they can be the change – and we want to teach them that from a young age. ” Matthew Panayotopoulos, Director of Learning at St Euphemia College, NSW Student action at St Euphemia College contributes to the flood-ravaged community of Lismore One of the characteristics they have in common is exemplifying the importance of being a good citizen and contributor to society. Most parents of Independent school students believe their school is extremely or very intentional in developing positive characteristics and values such as, honesty and integrity, responsibility, respect and kindness and compassion. “ We are really proud of the kids we are developing. They are young people who honour those who have gone before them and they are the best example of Aboriginal and Torres Strait Islander culture. ” Debra Bateman, Principal at Mäpuru Yirralka College, NT Mäpuru Yirralka College is an Independent Aboriginal and Torres Strait Islander school in Arnhem Land Instilling values and developing character Students thrive when school leadership, staff and parents work together to develop skills that help navigate contemporary challenges. Nine in ten parents report their Independent school does this effectively. Additionally, students need to be prepared for the future world of work, environment and technology. Most parents reported that their Independent school is very effective in developing key skills such as communication, critical thinking and problem-solving. Parents also recognise the ability of Independent schools to foster creativity and innovation, selfmanagement, adaptability and life-long learning. Developing life skills Teachers report their most pressing concerns for students are (in order) online bullying, navigating mental wellbeing, pressure from exams, pressure to grow up faster and loneliness or social isolation.

DECEMBER 2023 7 help shape future leaders and global citizens (CONTINUED) ‘From, With and For the World’, is a philosophy that runs right through St Michael’s Grammar School Nurturing future leaders The ability to inspire, influence, empower and serve others are qualities highly valued by society. Case study | HuntingTower (VIC) “ One of the most important measures of success is what our students do after they leave Huntingtower. I believe our graduates head into the community and contribute to the public good. They are good people with strong values and a desire to make a positive difference in the world ” Andrew Houghton, Principal of Huntingtower, Melbourne Huntingtower recognises the importance of contributing to the public good both Collectively and as individual staff, parents and students Case study | Waverley college (NSW) “ Servant leadership is about asking ourselves; how can we serve others? How can we support other communities around us? ” Gabrielle Smith, Deputy Principal Waverley College, NSW Every year, Waverley College takes a group of students to Timor-Leste on an immersion program Independent schools develop these qualities by providing leadership opportunities not only within the school, in the form of peer support or mentor programs but also through external leadership camps/programs and in partnership with external providers. ISA commissioned McCrindle Research to undertake research in 2022, on the social contribution of Independent schools in Australia. The objective was to understand how Independent schools positively impact local, national, and global communities. McCrindle conducted surveys of 1,047 parents and (with the assistance of Independent school associations in various states) 233 schools. In-depth interviews make interesting case studies. ISA is grateful to all those who took the time to share their experiences and hopes the insights presented in this report contribute to the national discussion on the future of education and the role of Independent schools.” The Social Contribution of Independent Schools is now available on the ISA website: https://isa.edu.au/ documents/the-social-contribution-of-independent-schools-in-australia/ The ISA/McCrindle report highlights the remarkable diversity within the Independent school sector. With more than twelve hundred schools serving nearly 690,000 students across Australia, Independent schools cater to a geographically dispersed, socially mixed, multicultural, and multi-faith community. This diversity mirrors the broader Australian society and equips students with a rich understanding of the world they will inherit. See the report on the ISA website: https://isa.edu.au/documents/the-social-contribution-of-independent-schools-in-australia/ THE SOCIAL CONTRIBUTION OF INDEPENDENT SCHOOLS IN AUSTRALIA

Our Schools Emmanuel Catholic College undertook an extensive collaboration process in determining the vision of the Chapel and the Stations of the Cross in line with the school community and individual needs. A comprehensive consultation process, engaged key stakeholders, including students, staff, parents, past and present parish priests and the Liturgy office of the Archdiocese in ensuring that the project truly reflected our collective identity, spiritual aspirations and liturgical guidelines. The architectural standards ensured the Chapel honoured the traditions and teachings of the Catholic Church and was a space that would facilitate meaningful worship and spiritual growth for generations to come. Meticulous consultation and research led to the commissioning of numerous distinctive artworks. The staffdesigned glass cross stands as a symbol of our collective dedication to embracing our Catholic identity and values, a timeless testament to the enduring impact of faith-driven collaboration. The final three artists chosen all met our preference of being local to Western Australia. In developing a strong working relationship with these artists, the result was a range of unique bespoke and engaging paintings and sculptures narrating our faith journey. This thoughtfully curated project engages with adolescents and the community in a profound connection to faith. The Chapel and Stations of the Cross embody the essence of Catholic Education’s Vision and Mission, showcasing the seamless fusion of faith, life, and culture within its walls. Linked to the College Strategic and School Improvement Plan the purpose of this project was to provide students, staff, and the wider community a sacred place of worship to observe our Catholic faith and strengthen our relationship with God. The externalplacement of the contemporary designed Stations of the Cross surrounding the Administration and Chapel provides an engaging entrance to the school and a physical highlight of our Catholic identity. The bespoke internal artwork paintings of the eight House Patron Saints, contemporarily depicted in their youth, celebrates, and leverages the contribution of the laity and highlights religious charisms. Together with an awe-inspiring visual representation of the Annunciation with Mary’s hand reaching into the Chapel links to the College motto ‘God is with Us’ and is central to our faith story. The Stations of the Cross are complemented with an immersive audio trail written and recorded by students, providing further opportunity for all members of the College community to learn and engage through our faith story. This project has been a source of inspiration and renewal, igniting a passion for faith across all facets of our community. Emmanuel Catholic College Chapel 8 ASBA ASSOCIATE Emmanuel Catholic College were recently awarded the CEWA Catholic Identity Award. Business Manager, Sonja Matthes shares their journey.

Why your next STRATEGIC PLAN NEEDS AGILITY DECEMBER 2023 9 Strategic Planning We certainly hope that we are now travelling in a post pandemic world, having spent the best part of 3 years being disrupted across all areas of life by COVID. We all saw the unexpected arrival of a global pandemic, a dramatic increase in remote working, and a louder call for equity and inclusion in the workplace. Our global economy continues to experience turbulence. Leaders right now are trying to work out what the “new normal” actually is post COVID, with many authors on the subject settling on some sort of hybrid model of work that tries to balance a perceived conflict between organisational needs and personal preferences of staff. What seems to be emerging is increasingly being portrayed in the media as a confrontational “stand-off” where CEO’s are demanding a return to the office, and staff are crying out for maintaining a better life balance that they have experienced over the last few years. In many cases, workers have moved to regional areas are now facing even longer commutes if they want to continue working with their employers who quite happily allowed them to work during COVID remotely. My Gen Y son is, like many others, questioning why he has to return to the office when his role is largely online. The answer to him when he enquired – “the CEO has stated that the investment in city building infrastructure can’t sit empty so everyone has to come back to the office at least two days a week !” As organisational life gets back into full swing there is an unsettled feel about returning to the ways we worked prior to the pandemic. Staff that had been trusted to work collaboratively and innovatively to adapt to a changed world are now being treated like they can’t be trusted or considered when it comes to working out what the new organisational world should look like. As leaders plan the future of their organisations, the majority of existing strategic plans had to be tossed out and rewritten. There wasn’t a single 2020 strategic plan that would have predicted a pandemic !

10 ASBA ASSOCIATE Strategic Planning Which brings me to the topic of this article – strategic leadership and planning. If you are in leadership in today’s post COVID world it’s time to think differently. I’m a Gen X’er and have happily working in the consulting space delivering traditional strategic planning advice to clients for the best part of 20 years. What I learned through COVID is that traditional strategic planning is dead, however the need to plan strategically remains. Leaders still need to keep an eye to the future and plan towards that future, however some key changes in approach and shared leadership are needed. In our work with clients we have noticed the following key features of current strategic planning efforts. The need for speed Post COVID we expected leaders, driven by well-placed consideration for staff health and well-being, to take slow tentative steps towards restarting the workplace. Although tempting to ‘wait and see’, there is a compelling reason to move fast when it comes to the way the organisation should move forward in a post pandemic world. In uncertain times, speed matters more than perfection. It’s unlikely your plans will be perfect, and they will rapidly outdate. This is the new reality for us all. This implies an iterative approach for the future in leadership and planning, revisiting stages as the situation changes, and checking assumptions to ensure that they remain relevant. A well structured however nimble, forward planning approach will help leaders and staff create an advantage by moving fast but retaining the agility to learn and adapt as the situation changes. Structure partnered with agilty is the key to future strategic planning. New value through innovation Most Not for Profits operate on a very narrow definition of innovation that limits innovation to improvements on new products, services or technology. But innovation is much more – in a post COVID world innovation needs to evolve to become a consistent, ongoing execution of new value for stakeholders rather than attempt to define a static desired goal for some time off into a desired future. Leaders need to ask the question “What challenges can you as leaders see for your organisation, and how can you innovate to solve these challenges and embrace new opportunities.” And post COVID, the answer to this questions needs to become a team effort rather than just the job of the executive leadership. Top Down and Bottom Up collaboration During the last 3 years hierarchical accountabilities, structures and processes gave way to new expressions of collaboration and delegation. Traditional strategic planning pre pandemic often limited decision making to a small core subset of leadership. But innovation is a team sport, and often the bigger and more diverse the team, the better. Not for Profits are in a great position post COVID to leverage their whole staff to enhance innovation outcomes through teams. Agile strategic planning still chases vision through strategy, but the tools it uses combine the “top down” strategic leadership of the Board and Executive around stated purpose, values and goals for long term future orientation and goal setting with bottom up innovative strategy development by a much larger group of stakeholders across teams. This form of collaboration respects that the Board and Executive collaborate and ensure the WHY purpose and values of the organisation is not compromised, but allow for responsiveness and idea generation to come from the whole staff. This assures better buy in for ideas and direction, and creates strategic motivation, capacity and connection to the purpose and values for the whole staff as well. Experimentation Experimentation was also often a feature of organisations as they scrambled to make their businesses work during the pandemic period. Why walk away from all those new skills that were exercised so effectively in many organisations? Utilising experimentation is actually the fastest and cheapest way to reduce risk and ultimately deliver new value to an organisation. Strategic planning is not a one-time event. It is an iterative process, and innovation strategy requires a precise balance between form and freedom. This usually involves a four step approach: 1. Start broad and develop as many new strategy ideas as possible using teams formed across the whole organisation. 2. Grow those ideas by clustering and vetting them, so that they are prioritised based on their potential and executability. 3. Prioritise and select the best of these strategies through experimentation and adaptation. 4. Implement then adopt new strategies over time – when existing strategies are completed they can be retired from the Agile Strategic Plan and form part of the business as usual operational plan. Over time new strategies will come into the plan. Agile strategic leadership and planning is fundamentally different from traditional strategic planning, which often moves from idea directly to execution. Now more than ever, Not for Profits are dealing with significant unknowns, and experimentation is the fastest and cheapest way to reduce risk and ultimately deliver new value. The journey of strategic planning as a tool that can move your organisation to a new state of adding value is far from over, its just been renovated to learn from the immediate past, leveraging the learning to adapt to an uncertain future. Why your next STRATEGIC PLAN NEEDS AGILITY (Continued) David Bartlett has extensive practical experience in governance over his 30+ year career in the Not for Profit sector, having served and serving on the Boards of numerous Not for Profits in the schooling, christian media, aid and development, early childhood and mission sectors. Prior to establishing Resolve in 2004 David was the Business Manager and Company Secretary in a large Independent School for 13 years.

NOVEMBER 2022 11 Our Schools Canberra Grammar School Snow Concert Hall Canberra Grammar School (CGS) prides itself on offering holistic education for its students and catering for individual needs and aspirations. Essential in this is being able to offer opportunities to advance in areas beyond the traditional academic subjects, with exposure to musical education an essential component of this. The Snow Concert Hall, Music Centre and Library journey began in October 2018 with an Architectural Design Competition. COX Architecture’s proposal was selected for its originality, innovation, and integration within its existing context. The unique design proposed the Snow Concert Hall (the largest space in the building) go underground, suggesting additional uses that went beyond the requirements of the brief. The new library would then sit atop a ceremonial ‘front door’ for the campus, overlooking the historic Dining Hall, the Quadrangle to the South, and Main Oval to the North. DECEMBER 2023 11

12 ASBA ASSOCIATE Some of the key objectives that shaped the COX design were: Canberra Grammar School SNOW CONCERT HALL COX also incorporated contemporary bestpractice principles for equivalent facilities in education settings, demonstrating how these facilities can adapt and change with technology and infrastructure over time. Following the design competition, the next 18 months were spent in detailed consultation with critical stakeholders and ensuring that the design met as many of the requirements as possible, all within a tight overall budget. Construction commenced with the demolition of the existing building in July 2020 – right in the middle of the Covid 19 pandemic. This proved to be both an opportunity and a significant challenge to the project due to the impact of various lockdowns, border restrictions, the wettest Canberra year on record, and material shortages. That being as it was the building project was completed in August 2022. Built by Construction Control, the concert hall has a single raked floor capacity for 936 patrons and a further 400 seats in the elevated balcony which provides the school with capacity to accommodate the whole of the senior or primary school for assemblies, as well as the ability to hold orchestral, ensemble, bands and choral concerts. The facility also has state of the art audio visual facilities which further enhance its usability. It also gives Canberra an additional concert venue for local artists, visiting musicians and orchestras, and community music groups – the stage being designed to accommodate an 80-piece orchestra. It has already hosted such acclaimed music groups as Wynton Marsalis and the Jazz at Lincoln Centre for two sold out concerts in August, as well as them engaging with students in conducting masterclasses and a highlight being them playing to the full Senior School assembly. The building is largely underground, making visibility and usability of the roof and fifth elevation critical. The design delivered both trafficable and non-trafficable areas that are technically roofs, finished in either planting and growing media, or paving. This also improved the thermal performance of the building, without the additional risks associated with leakage and maintenance due to consciously integrating structural joins, set downs, and an innovative cement and aggregate mix that minimises structural movement, expansion, carbon emissions and waste. The wings of the Snow Concert Hall are home to the new centre for music which contains four acoustically designed classrooms that double as performance spaces, and 17 musical tuition rooms. The building is located in the centre of the Senior School and is positioned between two existing heritage buildings. One of the adjoining heritage buildings was refurbished to provide the space required to accommodate the music faculty itself. At the quadrangle level there is a spacious atrium which features a large flowing staircase that connects to the music and auditorium levels – it also has a café incorporated into the level which enables both staff and students to share the space. It provides views through the building which give unparalleled vistas of the heritage quadrangle and dining hall and also outward to the picturesque main school oval. This spacious atrium acts as an arrival point (foyer) for the Concert Hall and a space for indoor gatherings, functions and exhibitions. The upper floor accommodates a new student library which provides essential links to the teaching areas on either side and unites the quadrangle. Constructing the concert hall 15m below ground provided flexibility to meet the requirements introduced by the heritagelisted buildings surrounding the new facility. Innovative planning enabled the acoustic treatments to be built into the base wall to increase safety, reduce costs and decrease construction time. The concrete panels were prefinished with an oxide in the concrete mix that gave the wall colour, and precast in a mould that provided the required acoustic reflective treatment. The resulting walls were then able to be craned into place with no further work needed. The challenge of preventing water from entering the building was resolved with a single slab and wall pour, no construction or expansion joints, low-shrinkage concrete, quality curing and the use of gravity to aid water dispersal. Inspire the community’s imagination Respect the heritage context 12 ASBA ASSOCIATE photo credits: Alina Gozin’a and COX Architecture for the balsa render BELOW

NOVEMBER 2022 13 Our Schools The underside of the roof is 14m from the concert hall’s floor, and to meet the challenges, Construction Control installed a structural truss system and a permanent formwork system. The beams and bondek were installed from knuckle booms that provided fall protection and mesh was installed about the structural beams and the formwork to provide additional protection. The subterranean siting of the building also integrates geothermal energy into the design, which we believe to be one of the first of its kind and scale in Canberra – delivering a sustainable, world-class music facility. The test borehole yielded a mean earth temperature of 17.7 degrees across the depth of the borehole. The project was an ideal candidate for ground-source heat pumps for a number of reasons – the first being the climate, the long-term nature of the asset owner, the project economics associated with energy savings, construction cost savings, the ACT gas phase-out and also the potential future connection of other buildings. The geothermal field is located on the upper sports field and within 200m of the plant room. It consists of 84 boreholes to a depth of 100m, configured in a grid pattern on a 6 – 8m spacing. A field manifold is located on the edge of the oval and a pair of flow/ return pipes connect to the plantroom. Over 20km of Polyethylene pipework, ranging in size from 32mm to 200m, has been installed to support the ground-source heat pump system. This pipework is anticipated to have a lifecycle of more than 200 years. A modular, prefabrication approach was taken to the mechanical services construction and installation. This was due to the concrete building structure being poured around the main basement plant room 12m below ground. All the major plant was prefabricated and transported across seven semi-truck-sized skids and using this technique, the full plant room was installed within eight hours (saving an estimated 5,000 hours if it were to have been built onsite), allowing the builder to start framing out the concrete slab above the next day. Significant attention was given to the acoustic treatment of the HVAC systems serving the Snow Concert Hall and lower ground classrooms and rehearsal spaces. An important factor in controlling noise from HVAC systems was the limitation of air velocity through the duct and air terminals. Individual air-handling units (AHUs) serve the auditorium main floor, stage and bleacher seating zones. Each is configured for underfloor air displacement (UFAD), utilising CO2 monitoring to minimise energy consumption while maintaining a high standard of indoor air quality. The AHUs serving the auditorium and stage areas also incorporate dehumidification control; they use split cooling coils and coil bypass dampers to limit humidity levels within the space. The mechanical systems associated with the auditorium, rehearsal spaces and classrooms include extensive acoustic treatment in accordance with the acoustic requirements of each space. The final outcome has resulted in a facility that will provide generations of Canberra Grammar School students access to some of the best facilities available and also provide for significant engagement with the wider Canberra community. It is important to note that this was made possible by the generous contribution towards the overall project budget of $20M from alumnus Mr Terry Snow AM. In announcing his gift, Mr Snow stated, “I am no musician but I have come to appreciate that music is a very important part of education. It is as valuable as history, or maths, or any other subject, and it adds breadth to your life… my vision is to set the way forward for the rest of Australia to invest in the arts, and to show what excellence in education can be.” The Head of School Dr Justin Garrick stated: “It will place music at the centre of the school’s educational life, and it will emphasise the centrality of learning, research and study in the most beautiful location on campus. The Auditorium and Centre for Music will give not just the school, but the Canberra community, an outstanding learning facility, meeting space, conference venue, concert hall and community resource for music that will make the school more intrinsic than ever to the educational and cultural life of Australia’s capital.” As is always the case the proof of what has been achieved in seen daily in the engagement that the students, staff, parents and the wider Canberra community has with the facility and it is already proving to be a significant asset. The unique nature of the project has seen it recognised at the ACT Master Builders and Asset Construction Hire Excellence Awards winning four individual awards and also winning the 2023 Project of the Year. Make powerful use of both the northern and southern views Present a modern, distinctive, and innovative design DECEMBER 2023 13 Kent Peters | Director of Business at Canberra Grammar School

Somerset Education www.somerseteducation.net GPO Box 3273 Brisbane QLD 4001 Australia ABN 72 369 008 673 Telephone 1300 781 968 Mobile 0417 618 899 Email [email protected] As a member of Chartered Accountants Australia and New Zealand the firm participates in a national liability capping Scheme. Accordingly, our liability is limited by a scheme approved under professional standards. Somerset Education is a registered Trade Mark. With over 25 years of expertise in school financial analysis, my current research involves engaging with both consistently financially healthy schools and those facing challenges. While several factors influence their success, a few critical factors stand out. 1. Use of the FSS for enhanced insights: Employing the Financial Survey for Schools (FSS) to spotlight trends and comparative performance across vital metrics. Some of these include enrolments, net operating margin, income and expenditure per student, staff ratios, working capital, debt management, and reinvestment strategies. 2. An agile response to change: Demonstrating agility by promptly adapting to altered circumstances. This includes forecasting potential financial outcomes in response to various scenarios. 3. Being precise in budgeting and reporting: Maintaining accuracy in budget creation and financial reporting that aligns with established policies. This entails ongoing monitoring and swift action in response to adverse deviations. Coming soon, our latest innovation, the ‘Scenario’ Somerset Key Indicator (SKI) Report, revolutionises data analysis. It calculates key financial ratios for a school's previous two years and the next five years, facilitating easy trend analysis and comparison with sample averages. Moreover, it allows instant adjustments to key variables, enabling real-time reevaluation of financial results and critical ratios. This empowers business managers and other stakeholders to make well-informed, effective, and timely decisions. By participating in the Financial Survey for Schools (FSS), together with about 600 schools, Business Managers can transform decision making by presenting trend and comparative financial information to the Board and Principal. The FSS converts complex data into actionable insights to inform decisions and help shape your school’s financial sustainability. We encourage schools to participate annually in the Somerset Education Financial Survey for Schools to Govern with Confidence and empower decisions by: • Using the Historical and Somerset Key Indicator (SKI) Reports to analyse past and future changes in your school’s performance to highlight trends and prevent financial stress. • Using the Financial Performance Report to compare over 60 ratios for your school with similar schools to identify and quantify strengths and weaknesses. • Having the convenience of a 24/7, 356-day, self-service portal • Knowing that 10 out of 10 participants recommend the FSS to others. Somerset Education ASBA_NOV2023 John Somerset, FCA Director 14 ASBA ASSOCIATE

Self Improvement NEWS from the CEO ASBA Matters ASBA 2023 – and that’s a wrap! What an energetic, thought provoking and stimulating 4 days! The ASBA 2023 Conference Committee is to be congratulated in providing an engaging programme that was supported by 746 ASBA members. Survey feedback gathered from delegates was very positive with 50% of delegates indicating that they were attracted to attend the conference to network with peers and sponsors. This is a key statistic for us to consider as we plan for future events. We will share the feedback survey data and your comments of commendation and potential areas for improvement with the ASBA 2025 Conference Committee. 2024 – what is next? The next iteration of ASBA’s strategic plan is innovative as we move towards our 50 year anniversary as an Association in 2027. The motivation for improvement in our governance structure and how we deliver high quality services to members is key, as we strive to deliver the best possible professional opportunities for you. We need to demonstrate to the independent school sector that membership of ASBA is more than a membership subscription. It is a desirable attribute to be included in job descriptions for candidates wishing to pursue work in this sector. In uplifting our own professional development, we know that we do positively impact the educational experience for students and staff in our schools. Let’s plan for an exciting year! I was delighted to be appointed CEO of ASBA in September 2023 and thank the many members who have passed on their good wishes of support as I start this new role. I am thankful for the guidance and support of Pip Thomas during this transition period. Pip has played a vital role in the success of ASBA over the past nine years and I am grateful for her dedication to ASBA over such a long period of time and wish her all the very best for the future. Our biennial conference would not be possible without the support of our Platinum Partners. We thank them for their ongoing involvement with ASBA. We also acknowledge and thank our event partners and sponsors. The provision of financial support for the many programme activities ensured that we were able to provide delegates with an enhanced conference programme. With 129 exhibitors, delegates were provided with an expansive showcase of products and services. The support from the exhibitors is fundamental to ensuring that we can keep registration fees as low as possible and we thank our exhibitors for their ongoing support. DECEMBER 2023 15 Kathy Dickson | Chief Executive Officer

16 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.

DECEMBER 2023 17 Our Schools Win-win as new bus bay improves safety and traffic flow Located in Albany on Auckland’s North Shore, Kristin transports more than 1,000 students to and from school each day using a fleet of 20 buses. More than 1,800 students attend Kristin School, from early learning through to senior school. Last year plans for relocating the bus bay were approved, with work starting and the new bay opening this year. Previously the school bus bay where students were dropped off and picked up was located close to our Junior School. With an increasing roll, there were student safety concerns with parent traffic mixing with the zones that students walked through to get to and from the buses. The location was causing traffic flow issues at drop off and pick up times and there were concerns about air quality near the Junior School. Once the decision had been made to move the bus bay, there was an extensive period of assessment and expert advice sought on the best new location. After much consultation, a location at the front of the school was chosen because it could be isolated from other traffic, it was close to the main entry and exit school and it gave easy access for students to the Middle and Senior schools. As with any change projects there were possible implications raised that need to be assessed including: A new bus bay at Kristin School, Auckland, is reaping multiple rewards with safer access and better traffic flows through the campus. The possible distractions for students in classes next to the bus bay Air quality at the bus bay and for classes near the bus bay The safety of students moving around the bus bay Routes from classes to and from the bus bay, especially for Kindergarten and Junior School students who had further to walk Ease of use for drivers Pedestrian access across the bus bay The aesthetic of the bus bay for the public viewing the school from the road The loss of a Middle School playground A loss of parent parking spaces on the school campus. To address these matters the design and project considered: • Air quality technical advice and assessments carried out before and after the move • Health and safety approval of the proposed operations • Traffic barrier arms with number plate recognition to make it easy for buses to enter but keeping other vehicles out • Pedestrian crossings at both ends of the bus bay • Learning Assistant supervision for our youngest students to ensure they could find their way to and from classrooms • Landscaping and planting to enhance the visual impact of the bus bay • The addition of a small bridge to make it easier to access the pedestrian crossing • Relocation of the playground for the Middle School, with students engaged in helping create the new design to ensure there was equipment they wanted to play on, with a soft surface • The creation of a temporary new car park to ensure adequate parks. The project has been a significant success with our parent community welcoming the improved flow of traffic around the campus. Students enjoy having the protected space and drivers enjoy the ease of access and that there is no reversing required, which was always a concern for them with young students in the old area. As an aside, the Year 7 and 8 students love their new playground which is right next to their classrooms, rather than off to the side of the campus. It has been such a success, that Year 9 and 10 students have petitioned the Principal to be allowed to also use the playground. Sounds like we may need to start planning another space to play… None of this would have been possible without the patience, professionalism and care taken by the main contractors for this project: • Stantec for traffic engineering advice • Bayes Coachlines for design input • Decker Landscapes and Fulton Hogan for building the bus bay • Shade Systems for the canopy shelters • Creo for the playground And the electrical, security access and ICT teams’ input. Thanks to all who contributed to achieving these great outcomes for Kristin students and our community. Nigel Wilkinson | Director of Business Services • Consultation with the bus company and traffic engineering advice on tracking lines for buses

18 ASBA ASSOCIATE Our Schools Bishop Druitt College Coffs Harbour Since its inception in 1994, Bishop Druitt College (BDC) has built a reputation as a strong innovative K-12 educator in regional NSW growing to over 1250 students and one of the largest independent schools in regional NSW. Coffs Harbour NSW has been experiencing a steady increase in population over recent years. The Coffs Harbour Local Growth Management Strategy predicts that by 2040, the population will increase by 22,770, bringing the total population to 97,440. This population growth has led to major increases in construction demand as the city grows. Teaching and Learning programs at BDC have continued to evolve over time to meet the changing needs of students. Two important aspects to our bespoke programs include the Kaizen Initiative and World Options Program which require resourcing outside the traditional classroom. Year 5 to 8 students are part of the Kaizen Initiative. Kaizen is a Japanese word meaning ‘continuous improvement’. Based on research, student voice, and choice, we co-constructed a program that builds autonomy, challenge, mentoring, leadership, and collaboration. The Kaizen Initiative offers a unique multiaged (Years 5 - 8) experience for the students to develop the six “Cs” (critical and creative thinking, collaborating, citizenship, character development and communication). In recent years, students have solved problems related to fields of study such as robotics, film making, marketing, philosophy, and solar energy.

DECEMBER 2023 19 Meeting the facility needs of a growing school in the context of regionally inflated construction costs, reduced contractor availability, and increasingly short time frames. World Options (Year 9 and 10) elective subjects give students greater voice and choice in their academic programs with three elective lines being semesterised. Bishop Druitt College has also timetabled year 9s and year 10s together during their World Options electives. This means that over the two years of Stage 5 our World Options students will select 12 exciting short courses out of 72 options. This bespoke education will adapt over time to continually respond to the needs of our learners. Principal Nick Johnstone tasked Business Manager Shane Oxley and his property teams to find ways to resource these two innovative and successful programs despite the current building boom forcing construction cost levels beyond the available College budget allowances. World Options (Year 9 and 10) elective subjects give students greater voice and choice in their academic programs with three elective lines being semesterised. Bishop Druitt College has also timetabled year 9s and year 10s together during their World Options electives. This means that over the two years of Stage 5 our World Options students will select 12 exciting short courses out of 72 options. This bespoke education will adapt over time to continually respond to the needs of our learners. The search began for an alternative to on-site construction which led to the ASBA Associate article detailing the new Music Village at Camberwell Grammar. After making contact with Principals and Business Managers we travelled to Melbourne to conduct an Insight Tour to view first-hand a number of buildings utilising the Modular Offsite Construction Program to great effect. It became clear that BDC would benefit greatly by engaging with this type of building program.

20 ASBA ASSOCIATE Why Modular, Off-Site Construction Our research found that off-site construction programs are not only a cost-effective and efficient solution, but such a program offered an alternative to combat the budgetary impact for BDC due to regionally inflated construction costs and impeded contractor availability. Coffs Harbour is located on the east coast of NSW and often experiences months of wet weather which can also impact on construction time frames, increasing disruption and potentially cost increases. Of course, fixed price contracts can alleviate these issues however regional builders are loath to sign such contracts in the current economic climate. Modular off-site buildings we found would be faster and less expensive than traditional construction methods. Reducing waste and our carbon footprint compared to traditional construction methods also supported the BDC Environmental Social Governance focus. The Principal and Business Manager met with Harwyn CEO Jason Fremder to discuss our programs, we outlined the non-negotiables of functionality, build quality and presentation as well as natural light and acoustics coupled with absolute price and timeframe certainty. Mr Fremder assured us that the Harwyn solution could meet these nonnegotiables. Modular constructions can also be easily relocated or modified if needed to accommodate changing enrolments or pedagogical practices or future expansions. PROJECTS Phase one for BDC involved a Digital Recording Studio and Primary Classroom with withdrawal space integrated into the existing Primary precinct. Traditional construction methods would have caused major disruption to the Primary School and School of Music adjacent with an open construction site. Site location challenges meant that the modules would have to be lifted over existing buildings. The classroom is 81m2 with an additional module attached to provide a withdrawal space, storage and office. Site preparation was handled in conjunction with a local contractor Ben Charnock from XCorp Building Service liaising remotely with Harwyn as was the external fit-out of paths and decking used extensively to “settle in the buildings.” Phase two for BDC consists of four Secondary Classrooms and attached Staff Resource Centre to serve the expanding World Options program. The design includes operable walls between each classroom to create flexible, adaptive, collaborative learning spaces, facilitate examinations and meetings and functions. These classrooms are currently being constructed in Harwyn’s Dandenong facility, to be transported in January for use in 2024. Phase three for BDC will be a multi storey Indoor/ Outdoor Innovative Learning Centre currently being designed to meet the requirements of a $1M Block Grant Authority Grant awarded to the College. Bishop Druitt College Coffs Harbour

DECEMBER 2023 21 Our Schools Planning Approvals BDC has found that Modular buildings fit within the categories of the SEPP for demountables. Utilising the New South Wales State Environment Planning Policy (SEPP) pathways are highly beneficial for schools when local planning authority pathways are impeded such as in the Coffs Harbour Local Government Area as a result of the construction boom. Phase One – Transport Harwyn arranged for transportation of the modules via five semitrailers. Property Manager Shaun Powell and the BDC Property team liaised extensively with Harwyn to generate a comprehensive traffic management plan for the 1421km trip up the eastern seaboard. The plan included an off-site muster point for the semitrailers and the placement of a 100-tonne crane used to deliver the modules over existing two storey buildings to the pre-set foundations and placed with millimetre perfect accuracy. This decanting was achieved on a Saturday morning to minimise traffic disruption for Results speak for themselves Principal Nick Johnstone believes ”the result for phase one is simply stunning. The combination of the Harwyn’s contemporary feel, presenting a high-end building coupled with the external treatment and landscaping, has perfectly met the brief.” Staff and students love the sense of space in the Primary classroom and the level of finish is fantastic. “We worked hard to secure panelling that looked sharp and integrated into the existing infrastructure.” Interior carpet and wall panelling choices complement existing Primary classrooms, with the colour choice for the recording studio designed to give the wow factor. “Price and time certainty are critical to running any school and Harwyn delivered,” shared Mr Johnstone. access was tight, but our pre-planning proved invaluable to ensuring a trouble-free installation. Phase One Commissioning The BDC Property Team worked with XCorp Building Services in the lead up to set the foundations and connecting services such as plumbing, electrical and data ready for delivery and installation. Externally, BDC wanted to settle the buildings into the landscape so decking and landscaping was used to great effect. Phase Two Project Logistics 14 Semitrailers and a 100-tonne crane will be used to facilitate the lift and provide the boom length required for phase two. Again, extensive use of decking and complimentary landscaping will be used to ensure the buildings will settle into the environment and complement existing architecture. These interconnected buildings will also integrate into the surrounding areas with glass providing natural light and aspect views across the campus and playing fields. Artist’s impression of Phase 2: 4 classrooms, storeroom, meeting space and a staffroom. The Digital Recording Studio which is a bespoke design similar to the Music Pods which exceed appropriate acoustic levels for such a facility.

Self Improvement ASBA Matters As we move into a tougher economic cycle, Josh Bersin says: “In 2023, we will need to learn to balance the new world of empathetic, flexible leadership with the need for everincreasing levels of productivity.” [2] Leaders will need to pivot once again and draw on different skills. How do we keep developing leaders so that they can adapt quickly and with resilience? Can mentoring play a part in helping managers develop strong leadership skills? The simple answer is: Yes, it can. The reason is, one of the most powerful ways to help a people manager develop leadership capability, is to have them develop and practise mentoring skills. These skills, such as active listening, discovering and amplifying people’s strengths, and supporting mentees to grow by challenging them, are the same skills that transformational leaders employ. By contributing as a mentor, new leaders can test and hone their skills with a mentee in a low-risk environment rather than with a direct report. At the same time, they are exposed to learning for themselves, about another part of their organization, another generation, a different culture, from someone who is not in their direct reporting line. From good to great leadership What makes a great leader stand out from a satisfactory one? According to Bass & Avolio [3], truly transformational leadership provides direct reports with the values, enhanced skills, and confidence to go above and beyond the basic performance standards of their roles. It’s also about having a strong understanding of human motivation to know how to light a fire within team members. And this process starts with communicating a vision that inspires team members to go the extra mile. [4] Great leaders also link their team member’s individual strengths and interests to organizational goals, creating a continuum of energy. [5] The list of traits of transformational leaders is, frankly, quite long: • They build trust by behaving as outstanding role models. mentor Need leadership? • They develop their team by looking at each member as an individual. • They stimulate their team members’ critical thinking capacities to increase their independence. • And they draw on their own experience to share stories of how they overcame difficulties in similar situations. [6] Transactional leaders, on the other hand, pursue a more elementary exchange with their direct reports. These leaders set goals mechanically and provide feedback and rewards to followers as a means of helping them achieve performance objectives. This approach doesn’t transform or challenge the follower, but simply assists them to complete their work. This comparison of transformational with transactional leadership correlates quite neatly with developmental vs transactional mentoring. When a mentor can lift the conversation above a simple transfer or exchange of information or advice, true mentee development and transformation can occur. Pursuing the mentee’s own form of greatness Ragins [7] says a successful mentoring relationship drives mutually dependent, growth-driven enrichment between both the mentor and the mentee. In fact, the greatest contribution a mentor can make is to ensure mentees identify and pursue their own form of greatness, not necessarily the mentor’s. Quality developmental relationships can ignite a passion for learning, excitement, and work engagement associated with creativity, innovation, and productivity. Individuals who display these mentoring and leadership behaviours harness the full potential of their mentees and direct it towards achieving their organization’s goals. Many studies have focused on enhanced organizational outcomes associated with strong leadership. From innovation to retention, to financial performance, market share and customer satisfaction and transformational leadership —it’s clear, mentoring can ignite organizational performance. [8] Gartner reported in 2019 [1] that building leadership bench strength was a major priority for 67% of Heads of Human Resources and 78% of talent management leaders globally. As the global pandemic took hold in 2020, leaders were really put to the test and many were found wanting. A lesson was learned that people need to be looked after. Leaders that could not respond to the crisis with care, empathy and focused listening found that their best people jumped ship shortly after. Employee wellness programs flourished in response to the pressure of working from home. Hybrid work has now become common. With all the issues associated with managing a remote workforce, where do we go from here? Teach your managers to 22 ASBA ASSOCIATE

DENOCVEE MMBER BER 2023 2022 2323 The seven ages of the leader Warren Bennis wrote an engaging article on the subject of business and leadership. Drawing on more than 50 years of academic research and business expertise—and borrowing from Shakespeare’s seven ages of man—Bennis says the leader’s life unfolds in seven stages. [9] “The infant executive” seeks to recruit a mentor for guidance. “The schoolboy” must learn how to do the job in public, subjected to unsettling scrutiny of every word and act. “The lover with a woeful ballad” struggles with the tsunami of problems every organization encounters. “The bearded soldier” must be willing — even eager — to hire people better than he is, because he knows that talented underlings can help him shine. “The general” must become adept at not simply allowing people to speak the truth but at actually being able to hear what they’re saying. “The statesman” is hard at work preparing to pass on wisdom in the interests of the organization. And, finally, “the sage” embraces the role of mentor to young executives. Navigating each of these stages is made easier with the guidance of a mentor. Each new stage brings challenges and opportunities for growth. These moments can be wrenching — and can knock anyone’s confidence — but they’re also predictable and common to all leaders. Having a mentor at these moments of crisis and transitions can help new leaders know what to expect. Emerging successfully from a tsunami such as a merger, a restructure, new promotion or even a global pandemic can help mentees surface with less angst and more confidence than they had before. Yet, even more powerful, is asking leaders or potential leaders to step up into the role of mentorship — level seven — thereby accelerating their progress through the levels, to become the “sage” helping others develop their own wisdom. Creating better leaders from the inside out So, how does one improve the leadership skills of organizational leaders? The answer is to make them better mentors. Business coaches suggest leadership is not a top-down relationship but one that’s drawn from the inside out. The leader as mentor draws on their entire memory of experiences to listen and understand their mentee and to inspire them in their discovery and expression of their own talents within the organization. [10] This correlates with the metaphor of the martial arts master borrowed from the Asian Ancients: To start at the core of essence and dance with the learner as that learner works toward the periphery of discovery on a path of self-direction. [11] Through the act of mentoring, mentors begin to understand themselves and their own strengths and preferences better. They can take this self-awareness back with them into their team leadership. Moreover, people who mentor identify themselves more readily as, and feel more confident as leaders. [12] There we have it in a nutshell. When you’re building your leadership bench strength, make your next generation of leaders, mentors. Provide them with ore informal, subtle, and indirect influence process that enhances their self-awareness and communication skills. Becoming a truly transformational leader will, in turn, achieve great things for your organization. ©Melissa Richardson 2023 The Art of Mentoring – Reprinted with permission. REFERENCES 1. https://www.gartner.com/smarterwithgartner/how-to-build-leadership-bench-strength/ 2. https://joshbersin.com/2023/01/predictions-for-2023-redefining-work-theworkforce-and-hr/ 3. Bass, B. M., & Avolio, B. J. (1997). Full range leadership development: Manual for the Multifactor Leadership Questionnaire. Palo Alto, CA: Mind Garden. 4. Bass, B. M. (1990). Bass and Stodgill’s handbook of leadership. New York: Free Press. 5. Hambrick, D. C. (1989). Putting top managers back in the strategy picture. Strategic Management Journal, 10, 5–15. 6. Sosik, J. J., & Godshalk, V. M. (2000). Leadership styles, mentoring functions received, and job-related stress: A conceptual model and preliminary study. Journal of Organizational Behavior, 21, 365–390. 7. Ragins, B. R. (2005). Towards a theory of relational mentoring. Unpublished manuscript. 8. Cited in Ragins, B. R. and Kram, K. E. (2007). The Handbook of Mentoring at Work: Theory, Research and Practice. California: Sage. 9. Bennis, W. (2004) The Seven Ages of the Leader. Harvard Business Review, January 2004. 10. Cashman, K. (September 1999). Coaching from the inside out. Executive Excellence 16:9, 14. 11. Zukav, G. (1990). Seat of the soul: A remarkable treatment of thought, evolution, and reincarnation. New York: Simon & Schuster. 12. Ayoobzadeh, M. and Boies, K. (2020), “From mentors to leaders: leader development outcomes for mentors”, Journal of Managerial Psychology, Vol. 35 No. 6, pp. 497-511. https://doi.org/10.1108/JMP-10-2019-0591 The ASBA Mentoring Program covers a period of about ten months between January and October each year and facilitates mentoring relationships allowing experienced ASBA members (5+years in the industry) to share advice, knowledge and experience with Mentees, resulting in a mutually beneficial professional development relationship. Benefits to the Mentor Connect with a professional whom you have a chance to guide and inspire Gain an increased sense of personal and professional satisfaction Contribute to the development of the profession Further develop your mentoring/coaching skills. Benefits to the Mentee Be matched to a professional able to assist you to fill your knowledge gaps, seek opportunities and set goals for the advancement of your career Develop a trust relationship in which you can let down your guard, share your insecurities and ask the ‘silly’ questions we all have sometimes Share your professional ups and downs with another ASBA member who respects and understands confidentiality Increase your networking opportunities Identify areas for your professional growth and development (Mentees will pay a fee of $500 (inc. GST) to participate.) ASBA 1 2 3 4 5 6 7 Quality developmental relationships can ignite a passion for learning, excitement, and work engagement associated with creativity, innovation, and productivity.

24 ASBA ASSOCIATE How to leverage leadership development in your meetings Co-founder of Career Blast and cocreator of leadership development video course Brandboost, William Arruda, says we should not lose sight of the opportunity meetings provide for us to show we actually do know something about education, pedagogy and student well-being, as well as to demonstrate our expertise (in 8 Things To Do In Meetings To Prove That You’re A Leader, in Forbes, 1 Oct 23). According to Arruda, meetings provide opportunities for those whom we lead and work with – our senior executive team and even our mid-level school leaders - to show how each of them works as part of our team, and also to demonstrate their own developing leadership skills. Meetings might be less burdensome for you as Principal, as well as for your other decision makers, if you see them as learning opportunities for all of you as a leadership team, to identify and nurture emerging leaders - those who have the potential to inspire teams and operate in a bigger, more impactful way in your organisation. To that end, Arruda suggests, if you as a senior staff member, or as a mid-level leader, are interested in pursuing leadership roles and wish to be seen as a leader, you might wish to consider demonstrating these meeting behaviours: 2. Look the part The pandemic’s plethora of online meetings made us lazy. How often did you cringe when someone’s camera was pointing at the ceiling. How bad was it when people were blissfully unaware that their face was in shadow because the light was coming from behind them, or they forgot to turn on their fake background and instead revealed their background was a kitchen counter with a stack of dirty plates. They instantly lost credibility. Now we’re back to face to face meetings, dress professionally. Don’t show up looking dishevelled or wearing clothes that look as though you had slept in them. Leaders need to look like leaders. 3. Speak up when your opinion differs from the consensus Arruda says willingness to speak up in a meeting is bigger than simply making a contribution; it’s about being willing and able to zag while everyone else is zigging, he says. It’s a natural human tendency to hold back ideas and shy away from disagreeing, he asserts. But not speaking up when you actually have an important work-relevant idea is not sensible, nor is it particularly leader-like. Meetings exist as forums within which good ideas can be shared, refined and burnished into excellent ideas. Meetings work best when every participant contributes what they have to offer. If you disagree with the tabled proposal, say so! 1. Show up on time When you arrive on time — or even a few minutes early, Arruda suggests, — you actually show the Head and your senior colleagues that you are taking the meeting seriously and that you respect the time of fellow participants. Showing up late – even if you are the Head or an executive staff member - does not lead other participants in the meeting to feel sorry for you and think that you are very busy and working extra hard; rather, actually says that you really don’t care very much about them nor about the work you are about to do together. Punctuality is such a basic inter-personal courtesy, for people at all levels of the organisation. You insist that kids arrive for class on time; you should apply the same rule for yourself. Being a little early for a meeting also provides an opportunity for you to share in the sometimes awkward but always important ‘small talk’ that takes place around the table while people wait for the meeting to start. Listening respectfully, you can learn a lot from and about your senior colleagues whom you may not otherwise see very often. You can also use that time to share a little of yourself, obviously being careful not to appear arrogant or self-serving. Don’t you hate meetings? The way they interrupt the real work of the day? The way they result in even more work – the point of which often is somewhat lost on you relative to doing something for your students or their teachers? The way they sometimes make you feel as though they sap the best you have to offer as a leader and limit your capacity to get on with making a difference? Have the courage to disagree respectfully, Arruda counsels, offering good reasons and good research evidence to back up your point of view. Collaborative thinking remains a potent and most effective problem solving and decision-making tool.

DECEMBER 2023 25 Industry Update 5. Accept feedback graciously Sometimes, someone senior to you will correct you in front of the meeting, or question the evidence for an assertion you might make. If this happens to you, Arruda recommends you adopt the mindset that all feedback delivered with positive intent is valuable, even if the feedback itself is not positive. If you treat a meeting as a learning opportunity, know that feedback – any feedback - may offer ways that may help you to enhance your leadership potential and advance your career. 6. Deal well with distracting interruptions There is nothing worse in a meeting than when someone interrupts your flow while you’re speaking, especially someone senior to yourself. The interrupter may cause others to think they look like a leader. Your opportunity to be seen as a leader comes from how you handle the situation. Arruda advises you to acknowledge your interrupter. Tell them you hear them, but make sure you finish your point. Once you have finished, address the interrupter and if it is appropriate in that context for you to do so, ask them to share their thoughts. 7. Stay engaged in the entire meeting The all-encompassing presence of the mobile phone makes it a renowned meeting disrupter. It was one thing while you were on a Zoom or Teams meeting during the pandemic for you to scroll your emails and texts while you pretended to listen. When you do it in a face-to-face meeting (and everyone knows when you do, however discreet you think you are being) you’re telling other participants that you do not really care about the project at hand. Remaining engaged, focused on the discussion and listening carefully and respectfully, tells other people there that you really do care, and that you are engaged at a higher level than just your specific role. You show people that you respect them and are interested in what they have to say, Arruda attests, adding, resist the temptation to tune out when your contribution is over, or when the meeting moves on to consider another person’s point of view. 8. Become the acknowledger in chief Dole out acknowledgement, kudos and appreciation, Arruda urges, especially if you are the senior leader present, or one of the more senior people in the room. True leaders know that genuine expressions of appreciation have a big impact on the recipients of that praise, Arruda continues, especially when they’re bestowed in a public setting. Acknowledging others for their contributions to the meeting emphasises that it is a learning opportunity – it shows you know how to recognise and reward a quality idea, a different perspective, or a genuinely innovative solution. Moreover, acknowledging contributions demonstrates the greatest leadership trait of all: humility. Dr Rod Kefford | Special Advisor, Schools at Odgers Berndtson Australia 4. Steer clear of gossip or disrespecting others There is nothing worse than bagging out someone in a meeting. It is bad when you attack them in the room; it is especially unacceptable when they are not even present. Ad hominem attacks, when the person is demeaned rather than the idea they may have just put forward, is distinctly poor leadership behaviour. Arruda cites assessment researcher Robert Hogan’s recent assertion that integrity is at the top of our list when we intuitively evaluate someone’s leadership potential … though we hardly need scientific research to tell us that leaders with integrity inspire trust and loyalty, and positively impact team dynamics, collaboration and overall organisational success. Talking badly of others, or even rolling your eyes, is evidence that you’re susceptible to negative banter, Arruda concludes. Don’t do it; you only demean yourself.

Insights Best Practice Recruitment: What does effective hiring really look like? Being a school principal is not just about overseeing academic curriculums or managing student discipline; it’s largely about leadership and making pivotal decisions. One of the most critical areas I’ve navigated in my years as a principal is recruiting hundreds of employees. From teachers to administrative staff, each hiring decision has the potential. Here are some best practice recruitment insights that I’ve garnered over the years: Look Beyond the Resume While qualifications are essential, they don’t tell the entire story. I’ve met candidates with impressive resumes who didn’t fit our school’s ethos and vice versa. It’s vital to consider the intangibles: passion, adaptability, and cultural fit. Involve Multiple Stakeholders Recruitment should never be a solo endeavour. Involving a diverse group of staff members in the interview process can offer varied perspectives and reduce biases. This approach has helped me identify potential issues or strengths that I might have overlooked. Prioritise Soft Skills In an educational environment, soft skills like communication, empathy, and team collaboration can be just as crucial as technical expertise. Teachers don’t only impart knowledge; they shape character. So, it’s very important to gauge these skills during the interview process. from a Veteran School Principal 1 26 ASBA ASSOCIATE 2 3 by Dr Paul Teys

DECEMBER 2023 27 Recruitment Bond University has created a series of online microcredentials designed for ASBA members, members of school boards, and school leadership teams looking for an in-depth understanding of the role and responsibilities of directors, the function of the school board, strategy, risk management, and the law as it applies to school and the community. With the increasing complexity of school board structures and ever-changing regulations and legislation, the ASBA School Governance Program is an excellent addition to an ASBA member’s professional learning. Learn more and enrol at bond.edu.au/ASBA Law and ethics Role and function of the board Duties and responsibilities of directors and officers Strategy Risk management Financial governance Environmental, Social and Enterprise Governance (ESG) Earn a microcredential in: ASBA School Governance Program Continuous Feedback Loop After Hiring I always ensure there’s a feedback mechanism in place. This helps in understanding if our recruitment strategies are effective and if the new hires are assimilating well. It’s not just about getting people on board but ensuring they thrive. Commit to Long-Term Solutions Quick fixes may be tempting, especially when there’s an urgent vacancy. But hiring in haste can lead to repenting at leisure. It’s always worth waiting for the right fit rather than settling for the immediate available. Transparency is Key Always be clear about the roles, responsibilities, and expectations. This not only aids in attracting the right candidates but also ensures there are no unpleasant surprises post-hiring. What does effective hiring really look like? In conclusion, effective recruitment is an art that marries intuition with strategy. While there’s no one-size-fits-all approach, keeping the above principles in mind can certainly steer one towards making informed and impactful hiring decisions. Whether you’re in education or any other sector, remember that every individual you bring on board has the potential to define, refine, or redefine your organisation’s journey. Choose wisely. Dr Paul Teys is an Associate at Slade Group specialising in Education. He began his career as a Mathematics and Physics teacher in 1984 and has been working in independent schools in Australia ever since. Paul has more than 40 years of experience, including 25 years as a principal in four schools across three states. For help or advice regarding recruitment, Paul can be contacted at [email protected] 4 5 6

Australia’s most SUSTAINABLE SCHOOLS Loreto Kirribilli, a Catholic girls’ school on Sydney’s lower North Shore, has developed an ambitious framework for environmental sustainability, a bold strategy to take the school into a cleaner, more efficient, biodiverse and environmentally responsible 2030. The Environmental Sustainability Framework has been a significant project for a number of years, being one of the key priorities in Loreto Kirribilli’s Strategic Plan Inspired Minds – Catalysts for Change 2020-2023. The school’s response to environmental sustainability is also driven by Pope Frances’ environmental encyclical Laudato Si’ - On care for our common home, which calls for urgent action to protect our beautiful planet. In recognition of this initiative, the school has recently been named one of Australia’s most sustainable schools in The Educator Magazine’s 2023 5 Star Sustainable Awards. Loreto Kirribilli pursues sustainability 28 ASBA ASSOCIATE goals

DECEMBER 2023 29 Our Schools Developing a Strategic Framework Consultancy firm KPMG worked with the school to help develop a strategic framework. Broad consultation and surveys of students, staff and parents were carried out to determine the material environmental topics of greatest importance to the school community. To manage this process, a subcommittee of the School Board was created, where Board members, members of the School Executive, parents and staff representatives were joined for the first time by three senior student leaders, giving these young women a unique opportunity to advocate at Board level. The final strategic framework was launched to the school community in 2022, addressing the material topics of energy efficiency, carbon management, biodiversity, climate risk, transport, waste management, construction, refurbishment and education. The framework sits under a vison statement which reads: Loreto Kirribilli is committed to environmental sustainability, inspiring our community to care for our common home by being mindful and informed agents for change. The material topics were validated and prioritised by the School leadership and resulted in four key focus areas, being: 1. Emission Reduction • To achieve net zero carbon emissions by 2030 • To ensure campus and operations are resilient to future climate risk • To reduce emissions from on-campus fleet vehicles. 2. Sustainable Consumption • To reduce potable water consumption through efficient use and management • To reduce waste sent to landfill - reuse, recycle and resource efficiency 3. Natural Abundance • To develop and manage the natural environment of our campus to enhance biodiversity 4. Environmental Literacy • To ensure that all students (and our community) acquire the knowledge and skills needed to promote environmental sustainability • To educate our community on emissions from commuting to school. CAPTION: The Loreto Kirribilli Environmental Sustainability Strategic Fraconsultancy firm KPMG, with input from the school community CAPTION: The design and construction of Loreto Kirribilli’s Spiritus centrby green principles, from the sun-efficient design of the façadedesign of its interiors. The Loreto Kirribilli Environmental Sustainability Strategic Framework was developed with consultancy firm KPMG, with input from the school community of students, staff and parents. The school has installed solar panels and rainwater tanks in the Junior School, with the goal of installing solar panels on every roof on campus,and achieving Net-Zero emissions by 2030. The design and construction of Loreto Kirribilli’s Spiritus centre for innovation was informed by green principles, from the sun-efficient design of the façade, to the futureproofed, flexible design of its interiors.

30 ASBA ASSOCIATE Putting the Framework into practice Once the strategic framework was in place, the school set out a Program of Work, to measure progress as the various initiatives took shape. The Program of Work is reported regularly to the School Executive and School Board. The school has set goals and timings around specific initiatives, some of which include e.g. bicycle racks, canteen packaging, removal of plastics and others which are more difficult or expensive to achieve. Financing some of the larger goals, such as solar energy storage or waste reduction, has also been a challenge which the school is looking to overcome in a number of ways, including a ‘Green Fund’ whereby the school community makes tax-deductible donations specifically to help sustainability initiatives. Reduced electricity costs will also help to fund further projects within the solar power program. Loreto Kirribilli Principal, Mrs Anna Dickinson, was pleased to announce to the school community recently that real progress has been made on the school’s ambitious target of achieving net-zero emissions by 2030. “An audit of all the roof spaces in the school has been undertaken, with the findings proving that most are capable of carrying the weight of solar panels. This will mean that with the installation of solar power, we have the potential of cutting emissions in the school by 70%, and also save the school community significant power cost expenses. “In developing our framework, we acknowledged that for 90% of our community, the ambition was to be ‘Best in Class, Leading Practice or Amongst Leaders’ in sustainability for educational institutions,” explains Mrs Dickinson. “Whilst remaining humble in our own Loreto Kirribilli way, we are proud to be aspiring to achieving net zero emissions, in relation to all the emissions we can directly control, by 2030.” Our school is situated in a beautiful natural environment that backs on to state forest. Our school ethos is about caring for and protecting this beautiful environment and beyond. We aim for our students to contribute meaningfully to society propelled by a strong sense of purpose, resilience and hope for the future. The Hills Grammar School is committed to advancing the United Nations Sustainable Development Goals, the global framework for driving progress toward a more sustainable future. One of our key intentions in our 2022- 2025 Strategic Plan is to empower our students to make decisions and take actions that contribute to creating a sustainable society and ecosystem. The Hills Grammar School School-wide sustainability initiatives Whilst work on the solar power program is underway, Loreto Kirribilli continues to implement sustainability initiatives, focusing on energy consumption; waste and plastics reduction; and local environment improvement. The school has installed solar panels and rainwater tanks in the Junior School, converted to energy-efficient LED lighting throughout the school buildings, and upgraded hundreds of windows to improve fresh air and natural ventilation. ‘Return and Earn’ bins have been placed around the grounds, and plastic packaging eliminated from the Canteen. The design and construction of the school’s newest building, Spiritus, is informed by green principles, from the sun-efficient design of the facade, to the futureproofed flexible design of its interiors, with energyefficient lighting, innovative mechanicallyassisted natural ventilation air circulation, and rainwater collection and reuse. These green principles are now incorporated into the school’s Master Plan for future projects. The curriculum in both the Junior and Senior schools includes sustainabilitythemed project work across different subject areas. Student Environment Leaders have made a commitment to inspire the school community to reduce, reuse, recycle and regenerate. In addition to inspiring students and their parents to utilise public transport in travelling to and from school, they are extending their reach by lobbying Federal Members of Parliament in areas regarding environmental stewardship The greatest challenge Finally, the greatest challenge that faces any environmental issue is the willingness of people to change their behaviours. Pope Francis says in his encyclical, “Many things have to change course, but it is we human beings above all who need to change.” At Loreto Kirribilli, that change is happening, with commitment from students, staff and parents alike to play an active part in caring for the planet, inspiring others into action, and being informed agents of change. Karen Yager | Principal Loreto Kirribilli pursues sustainability GOALS (Continued) Our Schools

DECEMBER 2023 31 and sustainability • Ethically sourced resources needed in classrooms and across the campus. • Working closely with the local Dharug elders, such as Uncle Wayne, who created our yarning circle painted with symbols of the local environment, to grow native plants. • Early childhood to year 6 students growing sustainable vegetable gardens and an Indigenous native plant garden next to our yarning circle in consultation with Dharug elders. We have sensory gardens to connect our students to nature. • Ensured that we have a sustainable canteen. • A 5-12 student Project Climate team that leads recycling initiatives, such as battery, pen and toothbrush collection stations. Junior school students collected 16,000 bottle caps for Dupont Australia to be used to create prosthetic limbs for children in need. In term 2, the team organised a waste free lunch day for the whole school. The team works with University of Western Sydney on raising awareness and money for the platypus in Cattai Creek and ran a day for other local schools in 2022. • Instigated a waste reduction focus in the classrooms with minimal use of paper. In terms of teaching and learning, we have: • Appointed a Coordinator of Sustainable Innovation. Our sustainable mission formed in consultation with our School Council Sustainability task force, staff, executive, parents and students is to enable our students tobecome committed and agentic local and global citizens who have the knowledge and skills to become environmental stewards. The team’s recommendations formed part of our 2022- 25 Strategic Plan. Our commitment to sustainability is evident in the beautiful, natural bushland school grounds. To this end we have: • Developed a Master Plan that incorporates a focus on sustainability in all planned and current building projects including such features as: Viridian glass, LED lighting, solar panels, recycled building products and rainwater harvesting. • Instigated bush regeneration across the campus. We plant only native trees and measure the Co2 levels using sensors for students to assess the data and realise the benefit of trees and shrubs in a school environment. The mulch on our extensive gardens come from our own fallen branches. • Several rainwater tanks that collect and recycle our water. • Solar panels that save us 64% in electricity costs and provision for more on a new building. • Purchased recycled playground furniture for the campus. • Year 10 students in term 4 undertaking a first year University of Technology Sydney credential focused on how the school can achieve net zero by 2035. The students working with scientists and engineers will identity five key challenges we need to address on our campus, and the students will work with scientists, engineers and environmental scientists to develop solutions. • Year 6 students investigating and developing a solution to a major environmental problem. In 2023, the students are researching and developing a solution that aids agricultural sustainability using sensors. • 7-10 Geography students collecting and analysing data on CO2 emissions and conducting research on local environmental issues, such as the pollution of local waterways, the impact of urban development in the Hills District and waste reduction at school. • Students achieving micro-credentials by partnering with Land Care, leading environmental sustainability initiatives at school, attending the Youth Eco Summit, volunteering for Youth at the Zoo or being a member of Project Change. • Partnered with the global One Planet Education Network on sustainable agriculture, climate change research, and air quality/pollution mitigation our year 6-10 students conduct citizen science guided by scientific researchers. We have an ecosystem sensor network that measures CO2 emissions, air quality and the weather, and we are adding a new sensor kit to monitor smoke from wildfires.

32 ASBA ASSOCIATE MAKE EVERY DAY AN OPEN DAY Higgins Coatings’ national network of local experts can upgrade and maintain your school’s paintwork for your next open day and throughout the school year. We have been working with schools around the country since 1949, so you can trust Australia’s largest family-owned painting contractor to create an environment in which your students thrive. PAINTING IS WHO WE ARE P 1300 HIGGINS higgins.com.au SPEAK WITH YOUR LOCAL EXPERT TODAY OUR AREAS OF EXPERTISE • General Painting • Maintenance Painting Solutions • Multi-campus Painting • Colour Specification and Consultancy • Specialised Access • Classroom Refurbishments* • Project Management *Subject to location

DECEMBER 2023 33 ASBA FOUNDATION SPONSORS P L ATIN U M PA RTNE R S Self Improvement ASBA 2023 ‘DELIVERS IN SPADES’ ASBA Matters It is hard to believe that the 2023 ASBA Conference has come and gone. This event had been 5 plus years in the making. We had planned it fully before having to pull the pin in 2021 and then restarted again later that year to prepare for 2023. And wow what a week it is was – a tremendous few days in fact. It was a real pleasure and honour to speak at the end of the conference and represent both the ASBA Board and the National Conference Committee to acknowledge the success of the 2023 Conference. ASBA is 46 years old this year as a National and Australasian body. As the National Chair I am in awe of the extraordinary work of the good people who had the foresight to establish this wonderful organisation. We stand on the shoulders of the giants who came before us and laid the foundations on what is truly a remarkable Association. Each time I have attended the Biennial Conference, I have enjoyed the opportunity to stop, reflect and admire the history, significant moments and players and the evolution of ASBA. The National Conference is the jewel in the ASBA Crown and is the key member engagement event. It has become a must attend event and in fact many members sign up to join ASBA simply to attend the Chapter and/or National Conference. To me the conference is more than just an event. It is like a reunion for many. It also rewards us, refreshes us, provides an opportunity for energy, focus, energy, professional development and to build new and ongoing relationships. At a National Conference level, the objective is to complement the more technical and hands on professional development programs convened at a Chapter level, with an opportunity to expose members to a range of thought leading speakers and presentations. ASBA Limited National Conference Committee 2023 Ian Foster, Mark Glover, Nicole Bradshaw And I believe the ASBA 2023 Conference Committee has successfully met that objective with a wonderful plenary program. The conference delivered in spades. The new Members workshop, the Church Service, our social functions, the exhibition, the meals, the venue and of course the program and the people have all contributed to an excellent 4 days of stimulation, networking, learning and engagement. A special thanks to the ASBA 2023 National Conference Committee led by Mr Ian Foster. A special thank you to Ms Leanne Smith who was part of the original Committee before she left the ASBA Vic Chapter to take on a new role in Qld. Ms Nicole Bradshaw joined the Committee last year and contributed significantly to the conference programme. Working with Ian and Nicole was a real privilege and we have had a lot of fun along the way and we are so pleased that our hard work has paid off. Thank you to our professional conference organisers, the team at ICMS. ASBA is indebted to you for the wonderful and professional service you have provided to our Committee, delegates and exhibitors and sponsors. Thank you to our Platinum Partners, Commonwealth Bank, Edstart, Higgins, NGS, Ricoh and TWG. Your amazing support of the Association deserves commendation and your significant commitment to ASBA enables us to do what we do. Thank you for your loyal support and friendship of ASBA, it is most appreciated. We also thank our amazing sponsors and exhibitors. A conference programme that covers the breadth of speakers, range of social activities and networking opportunities cannot be considered with your enthusiastic attendance and contribution. I trust ASBA delegates enjoyed the ASBA 2023 National Conference and I thank you for your participation, energy and contribution to the programme. Gus Worland’s message on Day 3 was about the importance of connection. ASBA is all about connection. There is no other industry where people competing in the same space can come together and share, assist, help and support each other. My final words for you are two-fold: Firstly, in the words of the former International Olympic Committee President, Juan Anotonio Samaranch – I declare this to be the BEST CONFERENCE EVER! Secondly, LET’S MEET AGAIN IN DARWIN AT ASBA 2025 in May 2025! Congratulations ASBA 2023 Mark Glover

34 ASBA ASSOCIATE FM Foundation Sponsors we’d like to take this opportunity to recognise our FM FOUNDATION SPONSORS for their continued support of our organisation

DECEMBER 2023 MAY 2022 3535 Self Improvement ASBA Matters

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GPT takeover: the potential use (and misuse) of AI in Stephanie McLuckie Carroll & O’Dea ch of ChatGPT at the end of 2022, it is increasingly clear that AI technologies anderated works (including content produced by ChatGPT) are here to stay. atGPT either. AI art generators such as NightCafe are also gaining traction. Chrome web browser phone application was updated to include a ‘homework ion that will solve maths problems, with working, for you. Seemingly overnight, ogies have become commonplace. not replace most teachers, or doctors, or lawyers (yet!), many of us are working hnologies already, or working towards implementing them. In education, much of has been around the potential misuse of AI chatbots or art generators – for niversity and school students ‘cheating’ by using them to produce assignments, es, or even to just answer simple homework questions. This article discusses the opportunitiesofChatGPTandthelegalissuesthatmayarisefromadoptingAIinDECEMBER 2023 37 Technology David Ford and Stephanie McLuckie | Carroll & O’Dea The ChatGPT takeover: the potential use (and misuse) of AI in education Since the launch of ChatGPT at the end of 2022, it is increasingly clear that AI technologies and computer-generated works (including content produced by ChatGPT) are here to stay. It isn’t just ChatGPT either. AI art generators such as NightCafe are also gaining traction. Recently, the Chrome web browser phone application was updated to include a ‘homework helper’ extension that will solve maths problems, with working, for you. Seemingly overnight, these technologies have become commonplace. While AI may not replace most teachers, or doctors, or lawyers (yet!), many of us are working with these technologies already, or working towards implementing them. In education, much of the discussion has been around the potential misuse of AI chatbots or art generators – for instance, by university and school students ‘cheating’ by using them to produce assignments, essays, images, or even to just answer simple homework questions. This article discusses the limitations and opportunities of ChatGPT and the legal issues that may arise from adopting AI in schools and workplaces. Limitations of ChatGPT That last point is critical – ChatGPT can already write convincingly and with authority. However, that doesn’t mean what it says is true or accurate. Sometimes, answers will be completely incorrect, biased or even just nonsense. We also need to keep in mind that ChatGPT finished training in early 2022. As it was largely trained on data from 2021, it is not up to date on the most recent events. While concerns relating to misuse of ChatGPT are valid, we should remember that students going into the workforce are likely to be using some form of AI technology – for copywriting, graphic design, marketing, customer service and even software engineering. These AI technologies require us to think of better ways to test learning. Clearly there are ethical issues with claiming AI generated work as your own, as well as concerns from educators that by potentially avoiding ‘doing the work’ by using AI technologies, students aren’t really learning. It seems that there are currently no foolproof ways of detecting ChatGPT. State School response Following concerns that ChatGPT will be misused by students, NSW became the first state or territory to ban ChatGPT in public schools ahead of Term 1 this year. NSW public school students are restricted from accessing ChatGPT from school. Queensland, Western Australia and Tasmania have followed suit. In early February, Victoria decided to ban students and staff from using ChatGPT by blocking it from all public school servers and devices. However, ChatGPT can be used in South Australian public schools, in some circumstances and with safeguards in place. For instance, it is intended that ChatGPT will be ‘blocked’ during exams, but at other times students will be taught how best to use it, when to use it and how to sort through ‘misinformation’ and ‘disinformation’ in ChatGPT content.

Potential Uses in Education AI technologies provide an opportunity to consider how they can be used to aid learning, to support and assist our students with disability or additional needs and to make teachers more productive, by relieving some of the administrative and marking burden on them. Many social commentators think that more repetitive jobs and tasks such as data entry will be overtaken by ChatGPT and other similar applications but suggest there will always be a place for people who are trained to use these technologies in industry. If this is the case, then should that training not start at school in a controlled environment? Legal Perspective We consider there are a few legal issues with simply adopting the new technology in schools and workplaces: intellectual property and employment, misleading and deceptive conduct, and privacy. Intellectual Property According to current Australian law, computers cannot be the author of a work that attracts copyright protection. Under the Copyright Act 1968 (Cth), a work must be ‘sufficiently original’ to be protected, which requires an exertion of human skill, independent effort, creativity and ‘sweat of the brow’. In short, for there to be copyright protection, the work must have a human author.environment? Similarly, the Full Court of the Federal Court of Australia recently concluded that ‘AI technology’, as a computer and a non-human, could not be considered an ‘inventor’ for the purposes of a patent application. If educators use AI to produce content for lesson plans or other activities, it is important to keep in mind this work may not be protected by copyright. It may also be impossible for the user of an AI chatbot to determine whether the chatbot has copied another person’s work – leading to an inadvertent breach of copyright or other design rights. It is clear the law in Australia does not recognise ownership of intellectual property by AI. While ChatGPT and NightCafe may state you own any content created by the AI technology in response to your prompts, this isn’t consistent with the Australian intellectual property law. Unfortunately, the law in this space has not kept up with recent developments in technology and was certainly not drafted with AI in mind. These laws will need to be revisited as AI technologies become increasingly common. Misleading and Deceptive Conduct We consider there are a few legal issues with simply adopting the new technology in schools and workplaces: intellectual property and employment, misleading and deceptive conduct, and privacy. Privacy Because ChatGPT draws upon data that contains personal information, it is quite possible for the material it creates to contain personal information. School personnel who use ChatGPT to create material may well find themselves in breach of the Australian Privacy Principles under the Privacy Act 1988 (Cth) by virtue of their collection of this personal information and their use of it. Defamation If you publish material produced by ChatGPT or NightCafe that is not only false but is also likely to damage the reputation of another individual, small business or a notfor-profit organisation (such as a school) you may find yourself facing an action for defamation. It remains to be seen whether the defence of innocent dissemination will be available to anyone who unknowingly publishes a defamatory ChatGPT article or a fake image produced by Night Cafe. Take Action! We suggest schools and universities thoroughly review: • their employment contracts as the provisions about ownership of materials created in the course of employment may need some change; • their privacy policies; • their processes for checking marketing material; • their academic misconduct and student behaviour policies; • how they intend to test students’ learning. While the potential uses of AI technologies cannot be denied, we must first deal with the potential misuses and legal risks. For help in assessing the legal risks associated with AI technologies such as ChatGPT, please contact David or Stephanie at Carroll & O’Dea Lawyers. The ChatGPT takeover (continued)

DECEMBER 2023 39 Almost every big technological breakthrough has triggered as much worry as it has excitement, especially in the field of education, which has tended to adapt slower than other industries. “Any change in education has caused fear,” explains Darren Wise, Director of Information and Communication Technologies (ICT) at Aiglon College. “When the internet first started being used in schools, people were worried about kids using it to access bad things or for plagiarism. Even the calculator was seen by some as a terrible thing.” With the speed of recent digital developments, it’s no wonder that fears have once again been ignited. Just last month, Open AI announced that its latest version of Chat GPT, a large language model-based chatbot, will be able to have voice conversations and interact using images. The technology is changing faster than regulators can keep up. In the face of these developments, many schools have attempted to implement bans, something Mr Wise thinks is futile. “Most people respond by saying: we’ll just block them,” he says. “But the most important thing educators need to know is that they can’t stop this. Our students are already using things like Chat GPT. We instead have to think, how can we get the best out of these technologies?” Learning the Tools of the Trade At Aiglon, getting the best out of these new digital tools starts by educating the educators. “We have five learning strands that our teachers can sign up for, one of which is artificial intelligence (AI). So we introduce them to some of the AI tools, we give them a space where they can experiment with them and talk about it with their peers — an art teacher might be talking to a mathematics teacher,” Mr Wise says. “It means they can come up with their own ideas on how to integrate the technologies into the classroom, then they do it and we all review it together.” Technology An international perspective on ChatGPT and education How Aiglon is Reimagining Education in the Digital Age It also means creating an openminded environment where students are encouraged to experiment with these new tools, rather than having to use them surreptitiously, says Jack George, Assistant Head, Discovery Years (Years 7-9) Coordinator. “We’re working really hard to make sure it’s not this clandestine thing that students do when they go back to their boarding house or that they use to do their homework,” he explains. “For example, we’ve been giving students prompting lessons, and they’ve been learning how to make AI chatbots.” There are plans to formalize this curriculum with the hiring of a teacher who will specialize in AI and robotics. Transforming Education for the Better But what about the well-documented fears that technologies like AI will make it easier than ever to cheat? Overblown. “Research suggests that students don’t want to cheat,” points out Mr Wise. “And actually, if you talk to young people about the use of AI, they want to do it in a fair and sensible way.” More importantly, he thinks, these fears might be more of a reflection on our education systems, and its need for reinvention. “If a teacher is worried that someone can use AI to cheat in their work, then they’re setting the wrong work,” Mr Wise warns. “Machines are great at knowledge retention. But students need more than that to thrive today.” Indeed, far from being an existential threat to the education sector, the digital revolution could be an opportunity to reflect on what’s working — and what’s not — and to set about transforming schools for the better. (Continued page 40)

40 ASBA ASSOCIATE Cyber security for schools from school experts Secure Schools offers cyber security software and services only for schools, so we really understand your needs. Everything we produce is easy to use and priced in line with school budgets. For a free trial and to download our cyber awareness posters. secureschools.com 1800 319 680 [email protected] Cyber awareness training, in line with Australia Cyber Security Centre (ACSC) expectations. Phishing simulations, based on software your school uses. Cyber security policy builder, all the policies your school needs, pre-written. Sign up Preparing for the Changes Ahead Aiglon is determined to seize this immense opportunity, but doing so means not just embracing the changes: it means anticipating and preparing for what might be coming on the horizon. “The Chat GPT revolution has taken a lot of educators by surprise, and they were caught on the backfoot,” says Mr George. “Some said, this is scary, let’s ban it, others said, this is great, let’s embrace it. The difference with our approach at Aiglon is that we are neither attempting to ban it nor uncritically embracing it; we are instead thinking further ahead and asking ourselves what the future holds and what we need to do today to prepare for that.” On a practical level, that has meant carrying out enormous infrastructure changes. “We had quite an old-fashioned setup,” remembers Mr Wise. “It’s taken two years to get to a place where we have a flexible, modern IT infrastructure: we’re cloudfirst, everyone has a laptop, we installed new fibre optic cables that connect all the buildings. We’re in a good position for what’s coming.” Practicalities aside, it has also involved a lot of blue-sky thinking about the role technology can and should play in the education sector. “You can’t introduce new technologies into the classroom just because they’re there,” Mr George says. “All too often, schools use tech as a gimmick.” The ambitions here are bigger. “We’re actually thinking of real-world ways we can properly integrate these technologies into our school, and into education more broadly. This is like a blank slate moment, where we can throw out everything that doesn’t work and seek to introduce things that do.” “AI is a bit of a mirror, so it’s really made us stop and think, hang on, what works in terms of assessment, for example,” Mr George says. “So we’re having to reimagine how we test students — thinking about more of a viva voce approach to assessments, even from the lower years, where students will have to show they can contextualize their answers and justify them in a human situation.” It’s these types of skills — and not the simple regurgitation of facts — that students will need to excel in both their exams and life, Mr Wise thinks. “If you look at the skills students are going to need when they leave school, it’s not going to be remembering a load of knowledge to pass an exam; it’s more important that they learn how to be flexible, adaptive, critical thinkers,” he says. “The education sector has got a once-in-a-lifetime opportunity to reimagine what learning looks like.” Jack George |Assistant Head, Discovery Years (Years 7-9) Coordinator Aiglon College Switzerland. Reprinted with permission Aiglon. How Aiglon is Reimagining Education in the Digital Age 40 ASBA ASSOCIATE

Where are they Our Now? Schools Monte Sant’ Angelo Mercy College (Monte, the College) is an independent Catholic secondary day school for 1,200 girls from Years 7 to 12, located in North Sydney, NSW. Established in 1875, the College’s ongoing commitment is to deliver a world-class educational experience for young women, both now and into the future, providing learning spaces to meet the changing demands of the dual curriculum offered by the College. Scientia Terrace THE JOURNEY DECEMBER 2023 41 The Process In any school environment, the availability of space and how it is potentially used is a critical piece of the strategic puzzle. Monte is a landlocked CBD school which means that any planning for the future evolution of our campus is critical. The College’s Strategic Plan had recently been reviewed and updated which triggered the development of an Aspirational Brief; setting parameters and requirements for the future development of the College campus. The engagement of an aspirational brief writer, with educational experience and an architectural background, proved invaluable as we were guided through a comprehensive, collaborative process that resulted in a clear articulation of priorities, principles and our aspirations for young women and their education. Scientia Terrace The Journey Monte Sant' Angelo Mercy College (Monte, the College) is an independent Catholic secondary day school for 1,200 girls from Years 7 to 12, located in North Sydney, NSW. Established in 1875, the College’s ongoing commitment is to deliver a world-class educational experience for young women, both now and into the future, providing learning spaces to meet thechanging demands of the dual curriculum offered by the College. The Process In any school environment, the availability of space and how it is potentially used is a critical piece of the strategic puzzle. Monte is a landlocked CBD school which means that any planning for the future evolution of our campus is critical. The College’s Strategic Plan had recently been reviewed and updated which triggered the development of an Aspirational Brief; setting parameters and requirements for the future development of the College campus. The engagement of an aspirational brief writer, with educational experience and an architectural background, proved invaluable as we were guided through a comprehensive, collaborative process that resulted in a clear articulation of priorities, principles and our aspirations for young women and their education. A design competition was then launched and a renewed College Masterplan and connected Landscape Strategy was developed. This Masterplan, guided by its principles and aspirations, inspired designers to look beyond standard design and planning methods. In collaboration with the College, innovative concepts and strategies for the campus were created, for both the immediate and longer-term development of the campus up to 2050. The College collaborated with the design competition winner in a subsequent phase of the Masterplan creation, using the identified immediate priorities and long-term possibilities as a foundation for further development. The resulting Masterplan is designed to create a resilient campus capable of evolving in response to shifts in pedagogy, future technologies, and evolving community expectations, while holding firm to the College’s core values. The Scientia Project, as next stage of the Masterplan, was then undertaken. The Student Experience Our journey commenced partnering with an internationally renowned education professional as we embarked on a tailored professional learning program. Part of this program involved working with educators, architects and designers across a range of industries (including schools, universities, museums, community spaces) and with varying learning pedagogies and environments, exploring how a space makes you feel. This sharpened the focus on ensuring student experience and creation of sense place, safety, connection, relationship and curiosity was forefront in our vision and design of an optimal learning environment. A design competition was then launched and a renewed College Masterplan and connected Landscape Strategy was developed. This Masterplan, guided by its principles and aspirations, inspired designers to look beyond standard design and planning methods. In collaboration with the College, innovative concepts and strategies for the campus were created, for both the immediate and longer-term development of the campus up to 2050. The College collaborated with the design competition winner in a subsequent phase of the Masterplan creation, using the identified immediate priorities and long-term possibilities as a foundation for further development. The resulting Masterplan is designed to create a resilient campus capable of evolving in response to shifts in pedagogy, future technologies, and evolving community expectations, while holding firm to the College’s core values. Glenn Ollerton | Director Finance and Resources Monte Sant Angelo Mercy College

42 ASBA ASSOCIATE Our Schools The Scientia Project, as next stage of the Masterplan, was then undertaken. The Student Experience Our journey commenced partnering with an internationally renowned education professional as we embarked on a tailored professional learning program. Part of this program involved working with educators, architects and designers across a range of industries (including schools, universities, museums, community spaces) and with varying learning pedagogies and environments, exploring how a space makes you feel. This sharpened the focus on ensuring student experience and creation of sense place, safety, connection, relationship and curiosity was forefront in our vision and design of an optimal learning environment. The Project Vision / Dream Under the guiding principle of integrating Mercy with student and community experience, the ambition for the Scientia project was to; • Address growth and unlock the future potential for the College campus as a whole and benefit all students and staff. • Connection to the foundational principles and story of College • Bring the building to life through physical articulation of welcome, warmth, inclusion to encourage and promote learning. • Enable our educational belief of ‘we are shaped and directed by what we believe by what we know, by wha we value.’ • Design learning spaces that inspire creativity, innovation and collaboration. • Create spaces that engage all students and is fun, educative and usable • Create a place where Monte students can develop their freedom, strength and independence in equitable learning spaces. • Break down the silos of Science, PDHPE and Sports Science and provide an opportunity for students to study in a holistic way. • Create a space where students can safely challenge their opinions and ideas. The Project Vision / Dream Stakeholder engagement was an important component of the rigorous and robust research and investigation undertaken. Teaching and non-teaching staff, students and parents were involved in workshops that explored the activities desired to be undertaken and how the current school grounds were being used, the positives and negatives of this, and what might be possible in the future. This robust process of thinking, investigating and engaging tested the College’s highest priorities and highlighted where the highest impact for improvements can be made. A clear vision, underpinned by eight design principles, was established to fundamentally enhance the student learning experience and ultimately, the empowerment of young women. The Project A six-storey (partially underground) Enterprise, Sports and Science Building which includes; • 12 laboratories to support general science, health science, PDHPE, Sports Science and interdisciplinary projects • A social innovation and enterprise hub • Dual indoor sports courts and a rooftop sports court • Two fitness gyms • Ethical cafe and shop • Outdoor learning and social recreation spaces Equally important to this project was the landscape and urban design. The College grounds are a green oasis in a busy CBD, and enhancing this character was achieved through this project. The Design A key element of the success of the project was a commencement workshop to set and agree the tone and parameters of openness, trust and honesty in the spirit of co-design. This was extremely effective and followed throughout the project. Time was spent understanding the vision. A strong and close relationship between the College and the architect enabled both parties to explore all design possibilities for the project. The College stretched the design boundaries and the architects adhered to the vision. This level of co-design enabled a deep level of co-creation and provided great opportunities to learn from each other in both approaches to design methodologies and design perspectives. The consultation process was a very organic and ongoing flow of conversation. Maintaining a sense of openness and visibility allowed for deeper discussions and a more effective distillation and translation of ideas and solutions. It was important to the College and the architects that there was willingness to be open and honest about the balance of functionality, practicality and user experience as well as the alignment of ideas and approaches towards the aesthetics.

DECEMBER 2023 43 An effective way to assist the design process as well as the change management process for stakeholders was through the use of virtual reality. As soon as the 3D model was available, the College developed a VR walkthrough of the building which not only enhanced the understanding of the spaces that were being built but also provided timely support for conceptualising architectural drawings. At times, it was challenging for stakeholders to understand and interpret these drawings on paper so VR provided a ‘real’ experience. The brilliant design from architectural group, Hayball, ensured that the learning spaces are transparent and circulatory routes are clear, and this means that learning becomes visible to the College community and more incidental interactions are encouraged between staff and students. Student Engagement The College partnered with the builder, Richard Crookes Constructions, to deliver an industry program for students - ‘Building a Better Industry Together Program.’ The program not only provided students with the opportunity to experience the construction and engineering industry in real-life, but also ignite their passion in construction and its many forms. Students met with the site team, who shared valuable insights into the project and their personal career journeys before discussing the diverse entry points available in the construction industry. Further, our Year 11 curriculum included the production and display of digital prints that transformed our building hoarding into a magical colourful art gallery. The Key Relationships and People Undertaking a project of this scale and significance to the College takes a Community. The College took a proactive approach to ensuring the makeup of Committees and groups had the specialist expertise and skillset represented prior to commencement of the Project. A further success of the project was the requirement for a gender balanced consultants and construction team and the appointment of a Monte Alumni to the Construction team. This was key for our students to directly observe women in the industry. The Monte Alumni received a well deserved National Cadet of Year award. We express our appreciation to the broader project team, internally and externally who have all persevered to bring this exceptional learning facility to life – one that will foster the uniqueness and leadership potential of young women as they take their place in the world. The Challenges The College remained fully operational throughout construction although building through 2021 and 2022 created unexpected challenges for the project. The planned 21 month construction program was extended to 27 months as COVID and unprecedented weather delayed the project in a number of ways and we are incredibly thankful for the focus of our construction partners who constantly adapted and worked hard during difficult times to significantly transform our campus landscape. The prevalence of credible academic research and data on buildings and programs that optimise learning in single sex schools, particularly in physical activity and engagement, resulted in limited consultants with recent experience in design of female specific facilities. This led the College further to industry specialists in the fields of female physiology. The Change The College developed a series of ‘usage profile’ documents to provide details and insights into the learning spaces within Scientia Terrace. This was an important part of the change management process for primary users of the space (predominantly Science, PDHPE and Sport). The documents are like ‘drivers manuals’ and while it might seem obvious to some, there are plenty of enhancements within each learning space or lab including wireless projection, multiple displays in some labs and learning spaces, vocal amplification for teacher, moveable and writable walls as well as flexibility to transform or extend the learning space into other neighbouring areas. Many of these features and enhancements were captured during the stakeholder consultation process and this project enabled the College to include not only the ‘standard’ features of a modern learning space or lab but some ‘wildcard’ ideas that were shared by some stakeholders. Moving Forward We are excited and passionate about the journey ahead with the Scientia Terrace already exceeding expectations, providing new opportunities and being even more than we had envisioned. SCIENTIA TERRACE THE JOURNEY

44 ASBA ASSOCIATESBA ASSOCIATE TRIPPAS WHITE GROUP HOSPITALITY SERVICES 1 HOSPITALITY SERVICES EDUCATION | CORPORATE | RESTAURANTS | EVENTS John Farrell – Business Development Manager [email protected] 0466 796 457 Shaping a brighter future by nuturing young minds

Technical Update Advertorial LEAVING a school For families, 2023 has been one of the most financially challenging years in recent memory. High living costs and increased interest payments on mortgages have hit many harder than expected. Understanding parent motivations when considering As we approach the end of the year, it is a natural time for some parents to review their schooling arrangements. Schools will be wondering what the motivations are behind any parent decisions to leave, and whether increased school fees are a driver behind this. Student wellbeing matters most for parents When we surveyed 1,535 families with children attending independent and Catholic schools as part of the 2023 Edstart School Insights Report, we found that the happiness and wellbeing of their children was the number one factor why parents would consider leaving a school (see Figure 1). It is no surprise that parents care utmost about their children’s wellbeing, and their awareness is likely to be heightened with concerns over student wellbeing increasing since the end of the pandemic. Heading: Understanding parent motivations when considering leaving a school. For families, 2023 has been one of the most financially challenging years in recent memory. High living costs and increased interest payments on mortgages have hit many harder than expected. As we approach the end of the year, it is a natural time for some parents to review their schooling arrangements. Schools will be wondering what the motivations are behind any parent decisions to leave, and whether increased school fees are a driver behind this. Student wellbeing matters most for parents When we surveyed 1,535 families with children attending independent and Catholic schools as part of the 2023 Edstart School Insights Report, we found that the happiness and wellbeing of their children was the number one factor why parents would consider leaving a school (see Figure 1). It is no surprise that parents care utmost about their children’s wellbeing, and their awareness is likely to be heightened with concerns over student wellbeing increasing since the end of the pandemic. Figure 1. Reasons for leaving a school - National average Wellbeing remains the biggest concern across school types Regardless of the type of school, happiness and wellbeing remains the number one consideration for parents for changing schools, however the degree does vary. Steiner school (77%) and Catholic school (70%) families are more likely to consider withdrawing their children due to happiness and wellbeing when compared to the national average (69%), while Christian school families are slightly less likely (66%) (see Figure 2). Wellbeing remains the biggest concern across school types Regardless of the type of school, happiness and wellbeing remains the number one consideration for parents for changing schools, however the degree does vary. Steiner school (77%) and Catholic school (70%) families are more likely to consider withdrawing their children due to happiness and wellbeing when compared to the national average (69%), while Christian school families are slightly less likely (66%) (see Figure 2). Figure 2. How much happiness and wellbeing influences parents decision to move school Financial factors are a major concern for parents The next three biggest factors given by parents were all financially related, reflective of the financial stress many are experiencing under the current economic climate. Fees becoming too high (52%), cost of living pressures (51%) and loss of income (49%) were all given significant weighting by parents (see Figure 1). This trend remained largely unchanged across all school types, highlighting the financial pressures facing families across the board this year. As schools start to release their 2024 fees, they should consider offering as much payment flexibility as possible so families can better adapt to fee increases and align payments based on a schedule that suits their needs. Care and wellbeing important when choosing a school too When we asked parents their top reasons when choosing a school, apart from alignment of values between the family and the school, the biggest driver for parents is the care and support schools provide for their children’s wellbeing (see Figure 3). This again highlights the Figure 2. How much happiness and wellbeing influences parents decisFinancial factors are a major concern for parents The next three biggest factors given by parents were all fifinancial stress many are experiencing under the current etoo high (52%), cost of living pressures (51%) and loss of significant weighting by parents (see Figure 1). This trend remained largely unchanged across all school pressures facing families across the board this year. As sfees, they should consider offering as much payment flexibetter adapt to fee increases and align payments based oCare and wellbeing important when choosing a schooWhen we asked parents their top reasons when choosingvalues between the family and the school, the biggest drivsupport schools provide for their children’s wellbeing (seeimportance parents place on schools providing care and sDECEMBER 2023 45 Financial factors are a major concern for parents The next three biggest factors given by parents were all financially related, reflective of the financial stress many are experiencing under the current economic climate. Fees becoming too high (52%), cost of living pressures (51%) and loss of income (49%) were all given significant weighting by parents (see Figure 1). This trend remained largely unchanged across all school types, highlighting the financial pressures facing families across the board this year. As schools start to release their 2024 fees, they should consider offering as much payment flexibility as possible so families can better adapt to fee increases and align payments based on a schedule that suits their needs.

Care and wellbeing important when choosing a school too When we asked parents their top reasons when choosing a school, apart from alignment of values between the family and the school, the biggest driver for parents is the care and support schools provide for their children’s wellbeing (see Figure 3). This again highlights the importance parents place on schools providing care and support for their children. Heading: Understanding parent motivations when considering leaving a school. For families, 2023 has been one of the most financially challenging years in recent memory. High living costs and increased interest payments on mortgages have hit many harder than expected. As we approach the end of the year, it is a natural time for some parents to review their schooling arrangements. Schools will be wondering what the motivations are behind any parent decisions to leave, and whether increased school fees are a driver behind this. Student wellbeing matters most for parents When we surveyed 1,535 families with children attending independent and Catholic schools as part of the 2023 Edstart School Insights Report, we found that the happiness and wellbeing of their children was the number one factor why parents would consider leaving a school (see Figure 1). It is no surprise that parents care utmost about their children’s wellbeing, and their awareness is likely to be heightened with concerns over student wellbeing increasing since the end of the pandemic. Figure 1. Reasons for leaving a school - National average Wellbeing remains the biggest concern across school types Regardless of the type of school, happiness and wellbeing remains the number one consideration for parents for changing schools, however the degree does vary. Steiner school (77%) and Catholic school (70%) families are more likely to consider withdrawing their children due to happiness and wellbeing when compared to the national average (69%), while Christian school families are slightly less likely (66%) (see Figure 2). 46 ASBA ASSOCIATE If their children are happy, parents are happy The happiness and wellbeing of their children is likely to always be front of mind for parents. It is more important than financial factors such as fees becoming too high. What this means for schools is that parents feel like their children are happy and being well looked after at a school, they will go a long way to keep their children enrolled there. Schools should be wary that the opposite of this is also true. If their children are unhappy, parents are more likely to consider withdrawing them from a school. This is particularly the case given the extra financial stress many are currently facing. When planning retention strategies, and making operational decisions, schools should consider putting extra focus on pastoral care and student wellbeing, and work to create a positive and student focused culture. Balancing financial impact to families with investment in wellbeing programs Implementing additional wellbeing programs may mean that schools will need to consider increasing their fees. If this is the case, clear communication with parents outlining the reasons why will help parents understand the added value. Provide a breakdown of the costs and align these with your school’s values, explaining the positive impact of wellbeing programs on the student experience. While families are aware quality education may require financial investment, this year has presented economic challenges that many are struggling with. Edstart has helped to solve this problem for our partner schools whereby they receive all payments upfront while being able to offer their families the ultimate payment flexibility. Every family pays on a tailored cycle to match their household budget, reducing the financial pressure of increased fees. To learn more about the 2023 Edstart School Insights Report, please email [email protected] for a copy of the report. About Edstart Edstart is a leading technology and financial services company providing payment services for education. Our goal is to help make education costs sustainable, flexible and easier to manage for schools, families and students. Edstart Plus for schools Edstart Plus is a fee management service designed for schools to streamline your fee collection process and improve the payment experience for families, by providing more flexibility and tailored payment plans. To find out more visit edstart.com.au/schools LEAVING a school Understanding parent motivations when considering

DECEMBER 2023 47 Self Improvement ASBA Matters ASBA2025 will continue to build on the long and proud tradition of excellence that has become synonymous with ASBA National Conferences. The conference will be held on the land of the Larrakia people in Garramilla (Darwin), a buzzing hub with stunning sunsets, a multicultural community vibrant energy and go-getter spirit. With its captivating history, picturesque waterways, rugged mountains and glorious food, Darwin has something for everyone. As Business Administrators we are constantly faced with challenges which require us to withstand difficult challenges. Our conference will explore this through an amazing line up of guest speakers who will provide us with techniques and the necessary knowledge that ensures our “Resilienceisat theTopEnd”. Furthermore, you will be inspired by the amazing location right on the Darwin Waterfront Precinct, enjoy outstanding facilities, have extensive opportunities to engage with colleagues and sponsors and experience an amazing social program. This great conference is only part of the story – a remarkable Darwin experience will be at your doorstep! Darwin, Northern Territory’s capital city, offers a blend of history and lifestyle with world class activities and attractions nearby. To whet your appetite, please visit here. You can expect to see the best of Darwin right from the start, with the Welcome Reception taking place at the infamous Crocosaurus Cove. Mark 20 – 23 May 2025 in your diaries, keep an eye on this website and prepare for an unforgettable conference. We are looking forward to seeing you there. Johnny Ioannou Conference Chair ASBALimited National Conference Committee, 2025 If you have any enquiries about ASBA2025, please make contact as detailed below: [email protected] ASBA 2025 will continue to build on the long and proud tradition of excellence that has become synonymous with ASBA National Conferences. The conference will be held on the land of the Larrakia people in Garramilla (Darwin), a buzzing hub with stunning sunsets, a multicultural community vibrant energy and go-getter spirit. With its captivating history, picturesque waterways, rugged mountains and glorious food, Darwin has something for everyone. As Business Administrators we are constantly faced with challenges which require us to withstand difficult challenges. Our conference will explore this through an amazing line up of guest speakers who will provide us with techniques and the necessary knowledge that ensures our “Resilience is at the Top End”. Furthermore, you will be inspired by the amazing location right on the Darwin Waterfront Precinct, enjoy outstanding facilities, have extensive opportunities to engage with colleagues and sponsors and experience an amazing social program. This great conference is only part of the story – a remarkable Darwin experience will be at your doorstep! Darwin, Northern Territory’s capital city, offers a blend of history and lifestyle with world class activities and attractions nearby. To whet your appetite, please visit here. You can expect to see the best of Darwin right from the start, with the Welcome Reception taking place at the infamous Crocosaurus Cove. Mark 20 – 23 May 2025 in your diaries, keep an eye on this website and prepare for an unforgettable conference. We are looking forward to seeing you there. If you have any enquiries about ASBA2025, please make contact : [email protected] Johnny Ioannou | Conference Chair ASBA Limited National Conference Committee, 2025

MARK YOUR DIARY www.asba2025.com.au