2014-15-Annual-Report.pdf - ACT Education Directorate

EDUCATION AND TRAINING DIRECTO

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ANNUAL REPORT 2014-15

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ANNUAL REPORT 2014-15

ISBN: 978-0-642-60644-0

© Australian Capital Territory, Canberra 2015

This publication is subject to copyright. Except as permitted under the Copyright Act 2003, no part of it may in any form or by any means (electronic, mechanical, microcopying, photocopying, recording or otherwise) be reproduced, stored in a retrieval system or transmitted without prior written permission. Enquiries should be addressed to the Territory Records Office, ACT Government, GPO Box 158 Canberra City ACT 2601.

First published September 2015

Website – www.act.gov.au Produced by: ACT Government Publishing Services

AccessibilityThe ACT Government is committed to making its information, services, events and venues accessible to as many people as possible. If you have difficulty reading a standard printed document and would like to receive this publication in an alternative format – such as large print and audio – please call the Canberra Blind Society on (02) 6247 4580.

If English is not your first language and you require the translating and interpreting service, please call the Telephone Interpreter Service on 131 450. If you are deaf or hearing impaired and require assistance, please call the National Relay Service on 133 677.

This report is also available online at http://www.det.act.gov.au

Inquiries about this publication should be directed to: Education and Training Directorate 220 Northbourne Ave Braddon ACT 2612 Telephone: (02) 6207 1278 [email protected]

Postal address Education and Training Directorate GPO Box 158 Canberra ACT 2601 Australia

Produced for the ACT Education and Training Directorate. © Australian Capital Territory, Canberra, September 2015 Material in this publication may be reproduced provided due acknowledgment is made. Publication No 150126 Printed on recycled paper

Acknowledgement

The Directorate acknowledges the work of the Planning and Performance Branch in the preparation of the 2014-2015 Annual Report.

Education and Training Directorate Annual Report 2014-15ii

Accessibility ii

Contents iii

SECTION A Transmittal Certificate 1

Transmittal Certificate 3

SECTION B Organisation Overview and Performance 5

Director-General’s Reflection 6

B.1 Organisational overview 8

B.2 Performance Analysis 54

B.3 Scrutiny 76

B.4 Risk Management 86

B.5 Internal Audit 88

B.6 Fraud Prevention 90

B.7 Work Health and Safety 92

B.8 Human Resources Management 98

B.9 Ecologically Sustainable Development 108

SECTION C Financial Management Reporting 115

C.1 Financial Management Analysis 116

C.2 Financial statements 126

C.3 Capital works 210

C.4 Asset Management 218

C.5 Government Contracting 222

C.6 Statement of Performance 228

SECTION D Notices of Non Compliance 239

D.1 Dangerous Substances 240

D.2 Medicines, Poisons and Therapeutic Goods 241

SECTION E Agency Specific Annual Report Requirements 243

E.1 Investigation of Complaints 244

SECTIONS F and G 245

Not applicable to the Education and Training Directorate

SECTION H Ministerial and Director-General Directions 247

H Ministerial and Director-General Directions 248

SECTIONS I - L 249

Not applicable to the Education and Training Directorate

Annex Reports 251

ACT Teacher Quality Institute 252

Board of Senior Secondary Studies 296

Government Schools Education Council 316

Non-government Schools Education Council 322

Appendices 327

List of tables 328

List of figures 330

Abbreviations and acronyms 332

Index 336

READER’S GUIDEThis report provides information on achievements, challenges, performance, outlook and financial position for the Directorate for the financial year ending 30 June 2015.

A Transmittal Certificate 1

B Organisation Overview and Performance 5

C Financial Management Reporting 115

D Notices of Non Compliance 239

E Agency Specific Report Requirements 243

H Ministerial and Director-General Directions 247

CONTENTS

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Education and Training Directorate Annual Report 2014-15iv

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Director-General’s reflection

B.1 Organisational overview

B.2 Performance analysis

B.3 Scrutiny

B.4 Risk management

B.5 Internal audit

B.6 Fraud prevention

B.7 Work health and safety

B.8 Human resource management

B.9 Ecologically sustainable development

MESSAGE FROM THE DIRECTOR-GENERALI am pleased to present this report on the activities and achievements of the ACT Education and Training Directorate for the financial year 2014-2015. As articulated in the 2014-2017 Strategic Plan Education Capital: Leading the Nation, the vision for the Directorate is that in the ACT every child, young person and adult will benefit from a high quality, accessible education, childcare and training system.

This report details achievements across the Directorate’s broad range of services and activities against the strategies of Education Capital, namely:

• Quality learning – ensuring learners have access to powerful and relevant learning experiences;

• Inspirational teaching and leadership – building the capabilities of our teachers and leaders;

• High expectations and high performance – having high expectations for all and meeting the learning needs of every student;

• Connecting with families and the community – partnering with families and engaging with the community to build meaningful relationships; and

• Business innovation and improvement – improving our business systems, and being open and accountable for our decisions.

Throughout the reporting period there have been many achievements. Importantly significant reforms have been progressed in early childhood education and care, school education, and training and tertiary education.

We know that quality education and care shapes every child’s future and lays the foundation for development and learning. The early years are critical for establishing self-esteem, resilience, healthy growth and capacity to learn. Children’s education and care services covered under the Education and Care Services National Law are assessed and rated against the National Quality Standard to promote transparency and accountability and help parents assess the quality of education and care services available. During the reporting period the number of ACT education and care services quality assessed and rated was 88, bringing the total number of services in the ACT with a quality rating to 224.

Intensive research and analysis was undertaken to inform the development of a new funding model for ACT public schools – the Student Resource Allocation (SRA), consistent with our commitment to National Education Reform.

DIRECTOR-GENERAL’S REFLECTION


The implementation of the SRA is predicated on the view that every child can learn, given the right conditions and assistance. It recognises that achieving equity in education is not about achieving the same outcomes for every learner, but ensuring that the same profile of outcomes can be achieved for any group of students, irrespective of where they live, their circumstances or the school they attend.

The ACT Government is committed to increasing the skills of the ACT workforce, to ensure the Territory’s economic and social prosperity through the provision of a flexible and responsive training sector that delivers high quality training which meets the needs of industry and business, current and prospective students, and the broader ACT community.

In December 2014 the ACT Government Minister for Education and Training launched Skilled Capital, a framework to ensure the quality of training provision in the Territory. Skilled Capital introduces a comprehensive approach to improving access and support for those experiencing disadvantage, and maximising success for students. By better aligning funding for training to areas of skills need, the initiative aims to increase the productivity of

the ACT through greater workforce participation. In conjunction with the existing training options available at the Canberra Institute of Technology (CIT) and through the Australian Apprenticeships (User Choice) Program, Skilled Capital will provide an entitlement to training for all in the ACT.

Our achievements are not possible without the commitment of over 6,000 educators and staff, including over 200 new teachers and over 150 new administration and support staff who joined the Directorate throughout the year. I acknowledge and appreciate the collective work of staff across the Directorate for the work that takes place every day to ensure all students have the opportunity to learn and grow.

The ACT has one of the highest levels of educational achievement of all Australian states and territories. This is something of which we should be proud. However, the correlation between education outcomes and student background remains strong in the ACT, as it does across the nation. We need to strive for even better outcomes.

Diane Joseph Director-General


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B.1 ORGANISATIONAL OVERVIEW

THE ORGANISATIONThe Education and Training Directorate strives for better outcomes for all learners and for the ACT community more broadly.

OUR MISSION • Every child, young person and adult will benefit

from a high quality, accessible education, childcare and training system.

• Every student will learn, thrive and be equipped with the skills and attitudes to lead fulfilling, productive and responsible lives.

• Our highly educated and skilled community will contribute to the economic and social prosperity of our city and the nation.

OUR PRIORITIESThe Directorate’s Strategic Plan 2014-17, Education Capital: Leading the Nation articulates on:

• QUALITY LEARNING: We will ensure all learners have access to powerful and relevant learning experiences.

• INSPIRATIONAL TEACHING AND LEADERSHIP: We will build the capabilities of our teachers and leaders – by design, not by chance.

• HIGH EXPECTATIONS, HIGH PERFORMANCE: We have high expectations for all and will meet the learning needs of every student.

• CONNECTING WITH FAMILIES AND THE COMMUNITY: We will partner with families and engage with the community to build meaningful relationships.

• BUSINESS INNOVATION AND IMPROVEMENT: We will support innovation, improve our business systems and be open and accountable for our decisions.

OUR VALUESThe ACT Public Service values and behaviours of Respect, Integrity, Collaboration and Innovation underpin our service delivery to the community. Specifically:

• we take pride in our work and value the contribution of others;

• we take responsibility for our decisions and actions;

• we work openly, seek out the views of others and welcome feedback; and

• we seek to continuously improve our services and are open to change and new ideas.

OUR ROLE AND STAKEHOLDERSDirectorate services include the provision of public school education, regulation of education and care services, registration of non-government schools and home education, and the planning and coordination of vocational education and training. Our clients and stakeholders include:

• students and their families; • children accessing childcare and their families; • registered training organisations; • childcare providers; • community organisations; and • peak representative groups.


New Staff Induction February 2015Left to right: Mr Matt Eyles, 2014 New Educator of the Year, Calwell High School; Ms Diane Joseph, Director-General; Mr Ryan Devlin, Hughes Primary School; Ms Amanda Tully, Belconnen High School.


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ACT PUBLIC SCHOOLS – NETWORK DISTRIBUTIONThe ACT public education system is based on four networks. A School Network Leader is assigned to each network and has line management responsibilities for each principal in the network and each school’s improvement agenda:

• Belconnen Network Leader – Ms Kate McMahon • North/Gungahlin Network Leader – Ms Judy Hamilton • South/Weston Network Leader – Mr Wayne Prowse • Tuggeranong Network Leader – Mr Stephen Gwilliam

Early childhood

Primary

Combined

High school

College

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Notes:a. Jervis Bay School is included in the South/Weston Network.b. Cranleigh School is included in the North/Gungahlin Network


The Directorate has responsibility for the coordination and regulation of early childhood education and care and is focused on increasing the number of children who benefit from early childhood education and care.

The Directorate has responsibility for the regulation and registration of non-government schools and the registration of students for home education. The Directorate is also responsible for the enrolment of

international students and the dependents of temporary residents into public schools.

The Directorate is responsible for the provision of strategic advice and overall management of vocational education and training in the ACT. This includes monitoring of and auditing the provision of publicly funded

vocational education and training, and analysing research and stakeholder advice to ensure the system responds to the demands and requirements of students, industry and the community into the future.

The Directorate was responsible for the regulation of 45 non-government schools, with enrolments of

28,490 students.

The Directorate also registered 191 students for home education, and approved and supported 547 international students.

Early childhood education in the ACT

Vocational education and training in the ACT

Regulation and registration of school education

25,878Vocational education and

training students

5,567Preschool students

11,894Female vocational education and

training students

4,592Public preschool students

13,754Male vocational education and

training students

230Students sex unidentified

4,298VET students with language

background other than English

824Aboriginal and Torres Strait Islander

VET students

6Early childhood schools

1,926VET students with a disability

100Registered training organisations

79Public preschool sites

Sources: Australian Bureau of Statistics, Preschool Education, Australia, 2014, Australian Bureau of Statistics, www.abs.gov.au, ACT Education and Training Directorate, February 2015 Census, www.det.act.gov.au

Source: ACT Education and Training Directorate, February 2015 Census, www.det.act.gov.au

Source: National Education Centre for Vocational Education Research, https://www.ncver.edu.au


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OUR ORGANISATIONAL STRUCTURE

The Directorate is accountable to the Minister for Education and Training, Ms Joy Burch MLA. During the reporting period until 11 December 2014 the Directorate was responsible to the Minister for Higher Education and Chief Minister, Ms Katy Gallagher MLA. (Chief Minster Andrew Barr MLA took responsibility for Higher Education for the remainder of the reporting period).

Our Senior Executive Team comprises the Director-General, Ms Diane Joseph; the Acting Deputy Director-General Mr Stephen Gniel; the Deputy Director-General Organisational Integrity, Ms Meg Brighton and the Acting Deputy Director-General Education Strategy, Ms Joanne Garrisson.

Ms Leanne Cover was in the position of Deputy Director-General from July 2014 to February 2015, after which she took up the position of Interim Chief Executive Officer of the Canberra Institute of Technology.

The divisions supporting the Director-General under the responsibility of the Senior Executive Team are:

• Deputy Director-General Division including Governance and Assurance, Office for Schools, and Training and Tertiary Education;

• Education Strategy Division including Learning and Teaching, Student Engagement, and School Leadership; and

• Organisational Integrity Division including Strategic Finance, Infrastructure and Capital Works, People and Performance, Planning and Performance, Information and Knowledge Services and Business Improvement.

L-R: Ms Meg Brighton, Ms Diane Joseph, Ms Joanne Garrisson, Mr Stephen Gniel.


THE ORGANISATIONAL STRUCTURE OF THE DIRECTORATE AS AT 30 JUNE 2015

Education and Training Directorate

Current as at 14 May 2015 220 Northbourne Avenue , Braddon GPO Box 158, Canberra ACT 2601 Tel: (02) 6205 9400 Fax: (02) 6205 9139 http:// www .det.act.gov.au

Director-General Diane Joseph

Deputy Director-General Stephen Gniel

Deputy Director-GeneralEducation Strategy

Joanne Garrisson

Deputy Director-General Organisational Integrity

Meg Brighton

Education Strategy

Organisat ional Integrity

Division

Branch/Network

Legend

Chief MinisterAndrew Barr, MLA

Minister for EducationJoy Burch, MLA

Strategic Finance Mark Whybrow

People and Performance

Coralie McAlister

Infrastructure and Capital Works

John Wynants

Information & Knowledge Services

Mark Huxley

Planning and Performance

Tracy Stewart

Student EngagementBeth Mitchell

Learning & Teaching

Leanne Wright

School Leaders hipChristine Lucas

Business ImprovementRodney Bray

Governance

and Assurance Office for

SchoolsTraining and

Tertiary Education

Training & Tertiary Education

David Miller

Governance and Assurance

Jan e Cuzner

South/Weston Wayne Prows e

North /Gungahlin Judy Hamilton

Tuggeranong Step hen Gwilliam

Be lconnenKate McMah on

Section


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OUR INTERNAL ACCOUNTABILITY

Senior executives

Director-General, Ms Diane Joseph

The Director-General is responsible for the efficient administration of the Directorate and establishing its corporate and strategic directions.

The Director-General is responsible for implementing legal requirements, policy and commitments relating to education and training in the ACT. In addition, the Director-General has a role in the leadership of the ACT Public Service as a member of the ACT Public Service Strategic Board.

Acting Deputy Director-General, Mr Stephen Gniel

The Deputy Director-General oversees coordination activities across the Directorate, manages a range of national and whole of government initiatives and responds to issues at ministerial, intergovernmental and key stakeholder levels.

The Deputy Director-General leads the Office for Schools, Governance and Assurance, and Training and Tertiary Education branches. Mr Gniel has acted in the Deputy Director-General position since February 2015.

Deputy Director-General, Organisational Integrity, Ms Meg Brighton

The Deputy Director-General, Organisational Integrity has responsibility for the planning and coordination of human, financial, information technology and physical resources of the Directorate. The Deputy Director-General manages the modernisation of the information and communication technology infrastructure and planning and construction of new schools through the annual capital works program of the Directorate.

The Deputy Director-General is also responsible for the coordination of the national assessment programs, performance reporting and the assessment of educational programs through the management of a range of data collections. The Deputy Director-General leads Strategic Finance, Infrastructure and Capital Works, People and Performance, Planning and Performance and the Information and Knowledge Services branches of the Directorate.

Acting Deputy Director-General, Education Strategy, Ms Joanne Garrisson

The Deputy Director-General, Education Strategy has responsibility for the development and implementation of educational strategy and delivery of educational support services in public schools.

The Deputy Director-General leads the development and implementation of the school improvement framework through student-centred learning and teaching initiatives. Support services are provided in the areas of student welfare and transitions, and Aboriginal and Torres Strait Islander, early childhood and special education programs.

The Deputy Director-General leads the School Performance, Student Engagement, and Learning and Teaching branches. Ms Garrisson has acted in the Deputy Director-General, Education Strategy position since February 2015.


Remuneration for senior executives

Section 10 of the Remuneration Tribunal Act 1995 requires its administrative body (the Tribunal) to inquire into and determine the remuneration, allowances and other entitlements of the Director-General and executives within the meaning of the Public Sector Management Act 1994.

The Tribunal, through a determination in April 2015, increased the remuneration for the Director-General and executives by 2.5 percent, with effect from 1 July 2015.

Directorate committees

The Directorate committee structure is designed to improve the effectiveness of decision making, and to ensure that decisions align with delegations and accountability, and deliver on the commitments of the Strategic Plan.

Senior Executive Team

The Senior Executive Team is the peak decision making body of the Directorate and is responsible for significant operational, policy and resourcing decisions and approvals. The Senior Executive Team sets and reviews the strategic direction of the Directorate and monitors performance in key areas, including educational and financial performance. The Team is also responsible for ensuring compliance with laws, regulations, accounting standards and Directorate policies.

Corporate Executive

The Corporate Executive assists the Senior Executive Team in determining priorities through providing advice in relation to strategic policy and management issues. The Corporate Executive receives and considers reports from the Directorate’s committees, and reviews and advises on any issues referred to it by the Director-General. It may establish working groups to undertake specific tasks. Outcomes from Corporate Executive meetings are communicated to staff and other committees as appropriate.

Audit Committee

The Audit Committee monitors and reviews Directorate adherence to relevant legislative requirements and its approach to business ethics and corporate conduct. The committee is responsible for overseeing the risk management and audit functions. The committee also reviews the annual financial statements and provides advice to the Director-General on significant risks, audit outcomes and implementation of mitigation strategies.

Security and Emergency Management Committee

The Security and Emergency Management Committee provides advice to the Director-General on significant security proposals, directions, policies and training.

Directorate Consultative Committee

The Directorate Consultative Committee was established in accordance with the relevant enterprise agreements. The main objectives of the Consultative Committee are to improve consultation and communication processes between staff, senior managers and unions regarding significant changes to policy and guidelines that relate to the agreements; promote the sharing of information across the Directorate, and provide a forum for consultation.

Respect, Equity and Diversity Consultative Committee

The Respect, Equity and Diversity (RED) Consultative Committee provides a forum for sharing current and emerging issues and has the responsibility for overseeing all respect, equity and diversity functions of the Directorate and its employees. The RED Consultative Committee provides advice and contributes to the development and implementation of Directorate plans. The committee also provides advice on the implementation of whole of government plans.


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Principals’ Advisory Group

The Principals’ Advisory Group, formerly the School Network Reference Group, is a communication and consultation group. The Principals’ Advisory Group considers key strategic policy and operational matters and provides advice to the Corporate Executive and Senior Executive Team. The group raises policy and operational issues impacting on effectiveness and improvement from a school perspective.

Information and Communication Technology Working Group

The Information and Communication Technology (ICT) Working Group assists the Director-General through developing and implementing ICT policies, programs and strategies. The ICT Working Group makes recommendations to Corporate Executive about ICT strategic directions, policies and proposals for system wide ICT initiatives.

Data Integration Action Group

The Data Integration Action Group provides advice informing the development of systems, processes and practices to enable schools to access and use data. In particular, the Action Group provides advice and information concerning the development of the school data tool that will provide timely and accurate information to enable principals to better target resource usage and respond to student need.

Leadership Development Group

The Leadership Development Group assists the Director-General to create a networked learning organisation by developing the workforce capability of all staff. The focus of this group is to set strategic directions, improve strategic planning, ensure alignment and provide governance for the Directorate’s professional learning and training activities.

Human Resources Action Group

The Human Resources Action Group provides an important link between schools and the Directorate’s Senior Executive in the design of empowered business practices. The Action Group draws on the work already completed through the ACT Public Schools empowerment change logic map. An important component of the change logic map is preparing a platform throughout 2014/15 for enterprise bargaining discussions. This platform was informed by advice provided by principals about enabling practices within schools.

Student Resource Allocation Advisory Group

The Student Resource Allocation (SRA) Advisory Group was formed in Term 2, 2015. The main objective of the SRA Advisory Group is to ensure that school’s perspectives are reflected in strategic direction, project planning, policy development and shaping the design and delivery of support services associated with implementing the SRA.

For further information contact: Director Governance and Assurance (02) 6205 9329


Learners are at the centre of all that we do

Our learners

School plans

Branch business plans

Annual action plans

Strategic plan 2014-17

OUR PLANNING FRAMEWORK AND DIRECTION SETTING MECHANISMSThe Directorate’s vision, priorities and performance measures are expressed in the Strategic Plan 2014-17: Education Capital: Leading the Nation. Priorities in the Strategic Plan are reflected in annual Action Plans, which detail specific initiatives at the Directorate and school level to be undertaken to progress the Directorate’s strategic priorities.

Action Plans outline activities for the year and link performance measures from the Strategic Plan against these activities. Activities in the Action Plans are translated into activities for business areas and schools through annual plans.

School Annual Operating Plans, endorsed by school boards, are published on school websites.

The Directorate designed internal controls to monitor and manage risk in delivering the Strategic Plan. The Internal Audit program and the Risk Management Framework are the primary risk management tools to manage, monitor and report on the Directorate’s risk management and audit functions. A biannual School Compliance Report is the mechanism applied to monitor mandatory compliance in ACT public schools and provides a level of assurance that the Directorate is meeting its legislative obligations.

More information on the Directorate’s governance arrangements, including risk management and the audit program, is provided in Sections B.3 to B.6.

OUR LEGISLATIVE RESPONSIBILITIESUnder the Australian Capital Territory (Self-Government) Act 1988 (Cth) and the Public Sector Management Act 1994 (ACT), the Chief Minister allocates responsibility to the various Ministers, Directors-General and agencies for the administration of ACT legislation. The Minister for Education and Training and the Director-General of the ACT Education and Training Directorate are administratively responsible for the list of legislation.

List of legislation: • ACT Teacher Quality Institute Act 2010

• Board of Senior Secondary Studies Act 1997

• Building and Construction Industry Training Levy Act 1999

• Canberra Institute of Technology Act 1987

• Children and Young People Act 2008, Chapter 20

• Education Act 2004

• Education and Care Services National Law (ACT) Act 2011

• Training and Tertiary Education Act 2003

• University of Canberra Act 1989


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PERFORMANCE HIGHLIGHTS 2014-15The Annual Report measures the Directorate’s performance against the Strategic Plan. The Strategic Plan sets out the vision for the Directorate as well as strategic objectives linked to the 2015 Action Plan.

Priorities Priority 1 Priority 2

The Strategic Plan contains priorities to be achieved over a four-year period.

Quality learning (refer to pages 20-25)

Inspirational teaching and leadership (refer to pages 26-31)

OUR MAJOR ACHIEVEMENTS IN 2014-15

• The number of education and care services assessed and rated against the National Quality Standard was 88, bringing the total number with a quality rating to 224.

• The number of students studying a language other than English in ACT public schools grew by almost 3,000 students to a total of 25,948.

• All milestones for 2014 under the National Partnership on Skills Reform were met.

• The Directorate commenced a review of the Reporting on Student Achievement and Progress to Students and Parents Policy which received over 300 submissions from the ACT Government Time to Talk Canberra website.

• All ACT public schools commenced implementation of the Australian Curriculum learning areas: Geography and the Arts.

• Establishment of the ACT Teacher Scholarships Program with an allocation of $250,000 each year to support teachers’ professional development and quality learning outcomes for students.

• Professional learning programs for teachers were provided to further embed Aboriginal and Torres Strait Islander histories and cultures into the development and delivery of school programs.

• Deeds of Grant between the Directorate and key arts organisations developed to provide professional learning opportunities for teachers in delivery of the Australian Curriculum: Arts.

• Recognising and meeting the learning needs of gifted and talented students was the focus of the implementation of the Gifted and Talented Students Policy and accompanying professional learning and advice.

RESULTS • 82% of apprentices satisfied with their training.

• 88% of students graduated with a year 12 certificate.

• 95% of staff retained in the Directorate.

• 86% of teachers and school leaders felt innovative practice was encouraged.

OUR CHALLENGES IN 2014-15 • Reducing of red tape and costs, whilst maintaining compliance with ASQA standards to ensure the provision of high quality vocational education programs for ACT senior secondary students, will be addressed through the Review into the Provision of VET in ACT Public Schools.

• Refining of teacher accessibility to high quality professional learning in order to provide the best learning experiences for students will continue in 2016.


Priority 3 Priority 4 Priority 5

High Expectations, high performance (refer to pages 32-37)

Connecting with families and the community (refer to pages 38-43)

Business innovation and improvement (refer to pages 44-49)

• Six students were recipients of the Aboriginal and Torres Strait Islander Secondary Scholarships. Four students received the scholarship for teaching and two for health studies.

• Placement of Chinese, Japanese and Indonesian Language Assistants supported delivery of high quality language education programs.

• The ACT Public School Food and Drink Policy and accompanying suite of 17 fact sheets was launched as a key action under the ACT Government’s Healthy Weight Action Plan.

• The Gungahlin Primary Introductory English Centre (IEC) at Palmerston District Primary School and Tuggeranong Primary IEC at Wanniassa Hills Primary School were opened.

• EDUCATION CAPITAL: Progressing Parental Engagement was launched. This suite of resources and fact sheets aimed to help families and schools better understand parental engagement: why it matters, how it works and how it is best achieved.

• In 2014, work experience was coordinated for a total of 3,306 work experience placements for students in public high schools, colleges and specialist schools.

• An Advice for Parents fact sheet for parents of students with English as an Additional Language or Dialect background, which included parent strategies for working with schools to support children’s educational needs, was launched.

• Recipients of the 2015 ACT Chief Minister’s ANZAC Spirit Prize attended the centenary commemorations at Gallipoli.

• Sponsorship for the Indigenous Showcase at the 2015 Multicultural Festival and the 2014 Harold ‘Crowe’ Williams Memorial Knockout competition was provided.

• CCCares, the purpose-built facility for pregnant and supporting parents on the Phillip campus of Canberra College, commenced operation.

• Earthwork activities at the site of the primary school in Coombs commenced in November 2014. The school is on track for opening at the commencement of the 2016 school year.

• The ACT Vocational Education and Training Administration Records System (AVETARS) was launched on 5 January 2015.

• The SchoolsNet Wireless Expansion Project expanded wireless infrastructure to meet the growing demand for use of personal devices.

• Procurement of a new School Administration System was progressed with the Request for Expression of Interest (REOI) underway from March 2015.

• 89% of public school year 12 graduates employed or studying after leaving school.

• ACT students performed strongly in NAPLAN.

• Preschool enrolments in public schools increased by 6%.

• 85% of parents and carers satisfied with public school education.

• Directorate won Silver and Bronze at the Annual Report Awards for the quality of its report. The Directorate’s Assessor Team was awarded the Department Shield from a field of Commonwealth and ACT nominations.

• Supporting the transition of students in primary, high school and college to the National Disability Insurance Scheme (NDIS).

• Ensuring that every student leaves the ACT education system with career certainty; that they are equipped with the tools to effectively choose a career path in an ever-changing world of work.

• The Hazardous Materials Removal Program continued; it included removal of asbestos from the Belconnen High School demolition site with certification received on 20 November 2014.


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PRIORITY 1:QUALITY LEARNING

OUR MAJOR ACHIEVEMENTSThe Directorate maintains the highest levels of achievement in student performance in literacy and numeracy of all Australian states and territories. Activities to build on educational outcomes have been developed and achievements have been made.

• All ACT public schools commenced implementation of the Australian Curriculum learning areas Geography and the Arts and reporting of student learning using nationally agreed achievement standards.

• 2014 was the tenth year of the Chief Minister’s Reading Challenge. A record number of students - approximately 14,000 from preschool to year 8 across public and non-government schools - participated in the Challenge.

• There were 43,427 students enrolled in public schools at the February 2015 ACT School Census. This represented an increase of 1,216 students 2.9 percent since February 2014.

• Professional Learning in Primary Connections Science and High School Science by Doing were delivered to ACT teachers to enhance teacher expertise in science teaching.

• Five primary schools participated in a trial using digital technologies and 3D printers in partnership with the Australian 3D Manufacturing Association (A3DMA).

• The Directorate worked with Google to facilitate a Google for Education Summit on

28 and 29 March 2015 at Gungahlin College. The event welcomed 200 educators from the ACT and surrounding region and was only the third such event hosted in Australia. The Summit focused on the learning opportunities that are now available to public schools due to the Directorate’s recent implementation of Google tools to promote student learning.

• Mr Geoff McNamara from Melrose High School received the Prime Minister’s Award for Excellence in Science Teaching in Secondary Schools.

• The Principals as Literacy Leaders program was delivered to principals, school leaders and teachers to enhance leadership in literacy teaching and learning.

• Four education and care services in the ACT were rated excellent under the National Quality Framework by the Australian Children’s Education and Care Quality Authority (ACECQA). One such rating was awarded to Wiradjuri Preschool Child Care Centre for exceptional programs and practices with a clear commitment to reconciliation with Australia’s Indigenous peoples.


• The number of ACT education and care services quality assessed and rated against the National Quality Standard during the reporting period was 88, bringing the total number of services with a quality rating to 224.

• The Skilled Capital vocational education and training initiative was launched in December 2014 as part of the Skills Reform agenda. It provides $21 million over three years to improve access to high quality training in areas of skills need and to maximise improved employment outcomes for students. The initiative also provides a comprehensive range of support services to ensure students receive the help they need to successfully complete their chosen qualification. From its opening day on 23 February 2015 up to 30 June, there were 1,398 enrolments.

• In 2014, the Directorate continued to support Australian School Based Apprentices (ASBAs) in work-based learning, broadening opportunities through the School Apprentices Across ACT Government program. Throughout 2014 a total of 130 ASBAs were supported by the Directorate to work in 47 public schools.

• The Directorate continued its program of professional development for registered training organisations with the goal of increasing their

capacity to deliver foundation skills, and adult language, literacy and numeracy, training and support.

• The Directorate commenced a review of the Reporting on Student Achievement and Progress to Students and Parents Policy. The draft Reporting Student Achievement (Preschool to Year 12) Policy and draft system report templates were available for public consultation from March 2015 to 15 May 2015 via the ACT Government Time to Talk Canberra website. Over 300 submissions were received to inform finalisation of the policy. The revised policy will be implemented in 2016 and will ensure parents and carers receive high quality information about their child’s achievement from preschool to year 12.

• The number of students studying a language in ACT public schools grew by almost 3,000 students in 2015, to a total of 25,948.

• Franklin Early Childhood Centre was selected as one of 41 preschools and early childhood services around Australia to participate in the Early Learning Languages Australia (ELLA) Trial in Mandarin. The trial commenced in February 2015 and is part of the Australian Government’s commitment to fostering language study.


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OUR CHALLENGES • In endeavouring to ensure high quality vocational education and training provisions for ACT senior

secondary public school students aligned with the National VET Framework, the need to reduce red tape, reduce costs and maintain compliance with ASQA was identified. These challenges are being addressed through Review into the Provision of VET in ACT Public Schools.

OUR PLANS FOR THE NEXT 12 MONTHS • Continue to facilitate professional learning

opportunities to strengthen leadership and teacher capacity in literacy, numeracy and science.

• Continue to engage with, and implement, the Australian Curriculum in Humanities, Health and Physical Education, Technologies, Work Studies 9-10 and Languages.

• Preliminary evaluation of Skilled Capital graduate outcomes, including the development and implementation of a longitudinal labour market survey of Skilled Capital participants.

• Ongoing use of evidence to streamline training program design and to support enhancements

to the modeling that informs the ACT Skills Needs List, ensuring allocation of government funding continues to support the changing skills needs in the ACT.

• In collaboration with stakeholders, implement future directions identified by the Review into the Provision of VET in ACT Public Schools.

• Finalise an evaluation of Early Childhood Schools and Koori Preschool programs in response to the Auditor-General’s Report on Early Childhood Schooling.

• Build capability to support students to deal with domestic violence through the training of front line staff.


FAST FACTS

2013-14 2014-15 Change % Change

Number of schools 130 131 1 0.8%

Number of public schools 86 86 0 0.0%

Number of students enrolled in public schools 42,211 43,427 1,216 2.9%

Number of Aboriginal and Torres Strait Islander students enrolled in public schools

1,564 1,663 99 6.3%

Number of students with special needs enrolled in public schools1

2,180 2,094 -86 -3.9%

Number of preschool students enrolled in public schools 4,683 4,592 -91 -1.9%

Number of approved childcare service providers 313 315 2 0.6%

Number of children aged 0-5 years attending approved childcare services

14,389 15,421 1,032 7.2%

Number of registered training organisations enrolling government funded students

81 100 19 23.5%

Number of government funded students undertaking vocational education and training (VET) programs

28,473 25,878 -2,595 -9.1%

Number of average hours of attendance at centre based long day care

29.7 29.3 -0.4 -1.3%

Number of students participating in NAPLAN 18,403 18,902 499 2.7%

1. Early intervention services transitioned to the National Disability Insurance Scheme from 1 January 2015. As a result, programs provided by the Education and Training Directorate ceased at the end of the 2014 school year.


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PRIORITY 2:INSPIRATIONAL TEACHING AND LEADERSHIP

OUR MAJOR ACHIEVEMENTSThe Directorate is investing in a range of programs to support the retention and building of teacher capability.

- High quality teachers are being recruited to the system. In January 2015, 223 new teachers commenced with the Directorate.

- The literacy and numeracy test proposed for teacher recruitment was trialled by 19 Master of Teaching students working in the Directorate.

- The Directorate implemented the Aspiring Leaders Program as an opportunity for current deputy principals and current or aspiring executive teachers to build a broad range of leadership skills and be better prepared to support student, school and system improvement. A partnership with the Graduate School of Education, University of Melbourne, to support this program was finalised in April 2015.

- The Early Childhood Degree Program was launched in July 2014. Twenty-five Early Childhood Degree Scholarships were offered and accepted in 2014-15. In addition, early Childhood (Certificate III) Scholarships accepted by 30 applicants.

- The Directorate facilitated the Australian Curriculum professional learning workshops for all ACT school leaders and teachers. Workshops featured presentations about the Geography, Arts, Languages and Technologies curricula, and were designed to build capacity to implement the curriculum and use curriculum-linked online resources to support student learning.


- Under the ACT Scholarship program, the Directorate continued to build the capability of our teachers and leaders. During the reporting period, 51 scholarships were awarded amounting to $244,350 to support inspirational teaching and leadership. The program was established in consultation with the Australian Education Union (ACT Branch), under professional learning guidelines to up-skill and grow the workforce.

- Professional learning programs for teachers were provided to further embed Aboriginal and Torres Strait Islander history and culture into the development and delivery of school programs.

- The Project Agreement for Empowering Local Decision Making in ACT Government Schools as part of the Australian Government National Partnership Agreement on Empowering Local Schools was signed by the ACT and the Commonwealth. The Agreement supports increased autonomy and enhanced leadership capability in all ACT public schools.

- To support the implementation of the Australian Curriculum: Arts, the Directorate committed funding of $15,000 per year from 2015 to 2017 to both Musica Viva and Kulture Break to provide professional learning opportunities for teachers.


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OUR CHALLENGES • The Directorate will further embed quality teaching by implementing workforce management plans,

quality teaching and by utilising the framework provided in the new enterprise bargaining agreement.

OUR PLANS FOR THE NEXT 12 MONTHS • Provide systemic advice on strategies to enhance teacher effectiveness in improving student outcomes. • Continue to strengthen leadership and teacher capacity by providing professional learning opportunities

for school leaders and teachers.


FAST FACTS

2013-14 2014-15 Change % Change

Number of staff in the Directorate 6,170 6,189 19 0.3%

Number of school leaders and teachers in public schools

4,249 4,285 36 0.8%

Number of female teachers 2,693 2,712 19 0.7%

Number of male teachers 786 802 16 2.0%

Number of Aboriginal and Torres Strait Islander employees

64 72 8 12.5%

Number of staff with more than 10 years service 1,963 2,295 332 16.9%

Number of teacher contracts issued 316 726 410 129.7%

Average years of service of Directorate staff 8.8 9.0 0.2 2.3%


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PRIORITY 3:HIGH EXPECTATIONS, HIGH PERFORMANCE

OUR MAJOR ACHIEVEMENTSThe Directorate expects that every student will learn, thrive and be equipped with the skills and attitudes to lead fulfilling, productive and responsible lives.

• The ACT has achieved strong performance across the system, as demonstrated by NAPLAN results. The ACT ranked first in the nation, or equal top with New South Wales and Victoria for 19 of the 20 areas tested in 2014. ACT mean scores showed significant improvement for year 3 reading and grammar and punctuation, and year 5 reading, spelling and numeracy, when compared with the 2008 results.

• Recognising and meeting the learning needs of gifted and talented students was the focus of the Gifted and Talented Students Policy 2014. Professional learning workshops for teachers, advice on evidence based practice for teachers and regular school newsletter advice for parents was delivered through specialist consultants, Gateways Education.

• The Student Aspirations Program supported Aboriginal and Torres Strait Islander students showing strong academic and leadership qualities. A range of activities were facilitated by coordinators. These included an introduction to regional university options with a visit in September 2014 by year 10, 11 and 12 students to the Education and Nursing Faculty located on

the Dubbo campus of Charles Sturt University. • Twenty-five Aboriginal and Torres Strait Islander

students participated in the Student Aspirations year 5 and 6 Leadership Day held at Birrigai on 12 December 2014. Students participated in cultural workshops and team building activities. Two 2014 Secondary Student Scholarship recipients attended the Leadership Day to act as mentors to the younger students.

• Six students were recipients of the Aboriginal and Torres Strait Islander Secondary Scholarships for 2015. Four students received the scholarship for teaching and two for health studies. The successful recipients will participate in leadership roles at their school or through participation in Student Aspirations activities.

• Building on the recent addition of eBooks for all ACT Public Schools, the implementation of the Learn Anywhere program provided students with access to world leading cloud-based learning platforms Google Apps for Education and Microsoft Office 365. This enabled our students to learn, create, communicate and collaborate from anywhere, anytime on their device of choice.

• The completion of the SchoolsNET wireless


expansion project provided all secondary ACT public school students with secure and reliable wireless access on their own personal device, connected to the highest speed broadband internet in Australia.

• Four primary schools were selected to participate in the 2015 Artists-in-Schools Program, managed by artsACT in partnership with the Directorate. This program provided opportunities for students to develop skills and an understanding of artistic thinking and process.

• The ACT Public School Food and Drink Policy and accompanying suite of 17 fact sheets was launched in February 2015 as a key action under the ACT Government’s Healthy Weight Action Plan. The new policy supports the provision of healthy food and drink choices in the school environment.

• Outstanding sporting achievement during 2014 was recognised at the Excellence in School Sport Awards held on 21 November 2014 with award winners including students from Kaleen Primary School, Telopea Park School, Campbell High School and Alfred Deakin High School.

• In March 2015 the Minister for Education and Training launched the English as an Additional Language or Dialect Fact Sheets, developed in collaboration with Dr Misty Adoniou, Senior

Lecturer in Literacy, Language and TESL at the University of Canberra. The fact sheets identified best practice strategies for classroom teachers and provided advice for parents. The fact sheets were supported by targeted professional learning sessions.

• In March 2015, the Gungahlin Primary Introductory English Centre (IEC) at Palmerston District Primary School was opened to cater for the growing needs of the Gungahlin community. IECs provide new English learners with intensive English language learning and support students to transition into mainstream schooling. New facilities to support students at the Tuggeranong Primary IEC located at Wanniassa Hills Primary School were opened in April 2015.

• The Directorate’s Final Report on the Taskforce on Students with Learning Difficulties was provided to the Minister for Education and Training in April 2015. Key achievements included: parent/carer workshops and the delivery of professional learning for teachers, learning support assistants and principals.

• The Directorate supported parents and families during the transition of early intervention services to the NDIS from the commencement of the 2015 school year.


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• Improved access to vocational education and training for Aboriginal and Torres Strait Islanders through the commencement of the Skilled Capital training initiative. From its opening in February 2015 until 30 June 2015, there were 55 enrolments from students who identified as Aboriginal or Torres Strait Islander.

• In May 2015, the Directorate signed a Service Agreement with Royal Life Saving Society Australia ACT Branch to deliver the Aqua Safe Water Safety and Awareness Program for all year 2 public school students over the period 2015 to 2017. The program aligns with the Safe Waters ACT Action Plan and includes provision of 10 practical pool based lessons delivered by Royal Life Saving Society ACT and a five-lesson teacher resource.

OUR CHALLENGES • The Directorate supported the transition of early intervention services to the National Disability Insurance

Scheme. Children enrolled in the Directorate’s early intervention programs and their families were supported to transition to non-government service providers. Support included extensive communication with families, an Early Intervention Open Day, information sessions in collaboration with the National Disability Insurance Agency (NDIA), and access to a dedicated Transition Liaison Officer.

• The Directorate undertook extensive liaison with parents and the NDIA to ensure that National Disability Insurance Scheme funded supports (such as special needs transport and personal care in schools) were reflected in students’ packages.

• An audit of all attendance records and records management procedures at ten schools was completed. The auditor provided each school with feedback and a report was provided to the Directorate. Each school analysed data and implemented ongoing strategies to address attendance issues identified by the audit.

• The Directorate continued to focus on improving attendance for Aboriginal and Torres Strait Islander students. • While our students continued to perform highly compared with their international counterparts, the

performance of ACT students declined in 2012 compared with previous PISA (Programme for International Student Assessment) tests. Performance data will be utilised to build capability of teachers on literacy, numeracy and science strategies.


OUR PLANS FOR THE NEXT 12 MONTHS • Implement the first stage of the new Student

Resource Allocation model for funding public schools. The model will enable a focus on funding to schools based on student need.

• Continue to work to support schools in the implementation of the Gifted and Talented Students Policy.

• Strengthen school-based annual plans to ensure progress is made for every child, every day.

• Support the transition of students in primary, high school and college to the National Disability Insurance Scheme. This will include input to the National Disability Insurance Scheme policy on education matters.

• Plan for the provision of therapy support within schools.

• Support the development of a new Child Development Service for vulnerable children at risk of developmental delay.

• Support schools to conduct Aboriginal and

Torres Strait Islander Education Action Inquiry projects with a specific focus on improving attendance rates.

• Expand the delivery of Flexible Learning Options for Aboriginal and Torres Strait Islander students.

• The 2015-16 Learning Difficulties Transition Plan will be implemented to further embed best practice on supporting students with learning difficulties.

• Conduct research to identify barriers to accessing and successfully completing training for equity groups such as Aboriginal and Torres Strait Islander people.

• Review the implementation of the Australian Curriculum.

• Receive advice from an expert panel on best practice responses to students with complex needs and challenging behaviours in ACT schools.

FAST FACTS

2013-14 2014-15 Change % Change

Number of students enrolled in specialist schools 440 374 -66 -15.0%

Number of children attending Koori preschool programs 72 79 7 9.7%

Number of students enrolled in Introductory English Centres

288 227 -61 -21.2%

Number of international students in public schools 522 588 66 12.6%

Number of Aboriginal and Torres Strait Islander students participating in the Student Aspirations program

164 170 6 3.7%

Number of school leavers completing the post-school destination survey

3,298 2,925 -373 -11.3%

Number of students completing the School Satisfaction Survey 14,295 13,748 -547 -3.8%


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PRIORITY 4:CONNECTING WITH FAMILIES AND THE COMMUNITY

OUR MAJOR ACHIEVEMENTSThe Directorate developed strong and effective partnerships between schools and families through the development of a range of strategies and activities.

• As part of the Progressing Parental Engagement in the ACT project, the definition and support materials were launched in February 2015. The support materials help families and schools better understand parental engagement: why it matters, how it works and how it is best achieved.

• Stories of parental engagement were regularly posted on the Directorate’s website to generate discussions on the role and importance of developing strong and effective partnerships between schools and families.

• In 2014, the Directorate’s work experience program, in partnership with business and the community, coordinated a total of 3,306 work experience placements for students in public high schools, colleges and specialist schools.

• The March 2015 launch of an Advice for Parents fact sheet for parents of students from English as an Additional Language or Dialect backgrounds provided parents with strategies for working with

schools to support their children’s educational needs. The fact sheet was translated into 12 high-population and newly-emerging languages: Arabic, Burmese, Cantonese, Dari, Farsi, Hindi, Karen, Korean, Mandarin, Mon, Urdu and Vietnamese.

• Communication to families and the community about the successes and positives of ACT public schools was increased with the establishment of a Directorate webpage highlighting the successes of students, teachers, principals and schools.

• The Learn Anywhere program included the release of the Directorate’s Bring Your Own Personal Device to School Policy, and cloud learning platform - Google Apps for Education. Between January and June 2015, 65 schools engaged in partnership with their parents and communities to support local ICT adoption at their school. Engagements have included many parent information forums and opportunities for students to demonstrate their use of our new ICT services and capabilities on personal wireless devices.


• Step into the Limelight, the creative and performing arts showcase of public schools, was held in August 2014. The Gala Performance was held over two nights, together with an art exhibition and film festival. Students from more than 70 schools worked closely with professional artists, tertiary institutions and arts organisations to develop the program.

• The annual event, Bandstravaganza was held at the ANU School of Music, with performances attracting an audience of over 950 people.

• Sponsorship for the Indigenous Showcase at the 2015 Multicultural Festival and the 2014 Harold ‘Crowe’ Williams Memorial Knockout competition was provided by the Directorate.

• Funding was allocated to ten organisations in January 2015, to deliver 14 projects under the 2015 ACT Adult Community Education (ACE) Grants Program. The Program supports quality adult and community learning opportunities and provides pathways to further education and work.

• Regular communication and collaboration between vocational education and training

stakeholders occurred through the ACT Vocational Education and Training Think Tank, an ACT Industry Round Table and the Training and Tertiary Education Quarterly Stakeholder Forums.

• A listing of public school facilities available for community use was made available on the Directorate’s website, with site specific lists included on relevant individual school websites.

• The Directorate facilitated the 2015 ACT Chief Minister’s ANZAC Spirit Prize, awarded to four year 9 and 10 students attending ACT schools. Two teachers accompanied the winning students on a Study Tour to Turkey in April 2015, including commemorations at the Gallipoli Peninsula on the Centenary of ANZAC Day and visits to other significant sites.

• Three award winners from the ACT Training Excellence Awards went on to win their national categories at the 2014 Australian Training Awards. National award winners from the ACT were Ms Sally Moylan, Ms Eylish Perry and Just Better Care Canberra.


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OUR CHALLENGES • To ensure that every student leaves the ACT education system with career certainty and that they are

equipped with the tools to effectively choose a career path in an ever-changing world of work. • Working with school communities to ensure decisions provide optimum environments for student

achievement.

OUR PLANS FOR THE NEXT 12 MONTHS • Continue to enhance opportunities for regular

communication and collaboration between vocational education and training stakeholders, and to collaborate with industry to share and gather evidence to inform skills and training policy.

• Work will commence on a policy framework review to support the development of policies covering reduction of red tape, Directorate governance responsibilities and school decision-making in a devolved environment.

• Establish agreements with the new Australian Apprenticeships Support Network providers to ensure seamless support for Australian Apprentices in the ACT.

• In partnership with the Australian Research Alliance for Children and Young People (ARACY) finalise the development of survey tool items to measure and monitor parental engagement in public schools.

FAST FACTS

2013-14 2014-15 Change % Change

Number of online enrolments received 12,034 18,183 6,149 51.1%

Number of Facebook followers 1,102 1,603 501 45.5%

Number of Twitter followers 1,460 2,036 576 39.5%

Number of parents and carers completing the School Satisfaction Survey

7,639 7,444 -195 -2.6%


‘Right Here Right Now’ - Celebrating the 25th anniversary of the UN Convention on the Rights of the Child

In November 2014 Turner Primary School was the focus as the ACT Children & Young People Commissioner, Mr Alasdair Roy and the Minister for Children and Young People, Mr Mick Gentleman MLA, launched an art project for ACT schools entitled ‘Right Here Right Now’. The project was developed by the Commissioner to highlight the importance of children and young people as active participants contributing to the Canberra community and to commemorate the 25th anniversary of the UN Convention on the Rights of the Child. Students were invited to create a self-portrait in one of the rainbow spectrum of colours, and to write a message on the portrait about why it is important for adults to listen to children and young people. The self-portraits and messages were then assembled by school students into a large scale, interactive public artwork, and placed outside the ACT Legislative Assembly during Youth Week, 10-19 April, 2015.

Turner Primary School students (left above) participating in the launch of the ‘Right Here Right Now’ project with keen observers, Mr Alasdair Roy, ACT Children and Young People Commissioner, Ms Sally Visser-Marchant teacher (Art) Turner School and Mr Mick Gentleman, MLA Minister for Children and Young People, and (right above) the students displaying their work.


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PRIORITY 5:BUSINESS INNOVATION AND IMPROVEMENT

OUR MAJOR ACHIEVEMENTSThe Directorate ensures the provision of high quality learning environments for students through facility upgrades and expansions. Ongoing innovation in delivery of resources, increased accountability and transparency of school performance has occurred.

• The schoolsnet wireless expansion project expanded wireless infrastructure to meet the growing demand for use of personal devices in public high schools, colleges and preschool to year 10 schools. The completion of this project in June 2015 ensured that all secondary students in public schools were attending the best connected schools in the country with the highest speed internet of any education jurisdiction.

• The ACT Vocational Education and Training Administration Records System (AVETARS), was launched on 5 January 2015. The web-based system provides a streamlined approach for registered training organisations to self-manage

their information, initiate changes to their training information and data, and interact with the Directorate.

• The construction of a primary school in Coombs commenced in November 2014. The school will open at the commencement of the 2016 school year.

• CCCares, the purpose-built facility for pregnant and parenting students on the Phillip campus of Canberra College, commenced operation at the new site on 16 February 2015.

• Expansion and upgrade of the Forrest Childcare Centre and the Appletree and Treehouse in the Park Centres, was completed. Designs for expansion of Bunyarra and Salem Centres


and the upgrade of Totom House were also completed. Building works on the extension of the Gungahlin Children’s Centre commenced in 2015.

• The transfer of childcare centres to ACT Property Group was finalised in January 2015.

• Classroom upgrade works at Black Mountain School enhanced classroom accessibility and learning outcomes for students. Students with mobility needs at Ainslie School were assisted by the commissioning of a lift in May 2015.

• The installation and upgrade of LED light fixtures at schools including Ngunnawal and Wanniassa Hills Primary Schools continued under the Carbon Neutral Government Loan Fund. High efficiency LED fixtures reduce energy use by up to 50 percent.

• Procurement of a new School Administration System commenced through a Request for Expression of Interest (REOI).

• The Employee Complaints and Dispute Resolution Toolkit, first published in 2012, was revised to provide a greater emphasis on early intervention. Further information about strategies was developed to assist all employees in resolving a workplace concern.

• Significant progress was made on the development of the new needs based funding model for the ACT. The Student Resource Allocation model will be phased in over a number of years.


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OUR CHALLENGES • Continuing to improve wireless capacity to support the use of personal devices in schools, with funding

allocated in the 2015-16 budget for the expansion of wireless in primary schools. • The economical use of government funding to design, build and deliver quality and contemporary spaces

for learning and teaching that will support the ongoing changing demographics, enrolment forecasts and pressures, and work, health and safety priorities of the ACT.

OUR PLANS FOR THE NEXT 12 MONTHS • Improvements to records management are

planned by utilising the records management system RM8 as a corporate repository for both digital and paper records.

• There will be a staged release of additional functionality for AVETARS, with ongoing development and enhancements including a program of maintenance and development beyond 2015.

• A new School Accountability and Performance Framework will be released.

• Design and development work for a primary school in north Gungahlin will be progressed, as will feasibility studies for a year 7 to 10 school in north Gungahlin and a preschool to year 10 school in Molonglo.

• Selection of a preferred supplier and development of the School Administration System solution will occur.

• Construction of the primary school in Coombs will be completed for the commencement of the 2016 school year.

• Design and development work for the Centre for Innovation and Learning at Caroline Chisholm School will be undertaken. The Centre will provide a focal point for the school, cluster, network and system curriculum specialists to lead coaching and mentoring in Science, Technology, Engineering and Mathematics.

• The construction of the Belconnen Region Trade Skills project will be completed. This involves works at all secondary schools and colleges in the Belconnen region.

• Modernisation works at Belconnen High School will be undertaken. The work will include construction of a new administration building and refurbishment of existing buildings and facilities.

• Development of a Strategic Asset Management Plan will be finalised.

• Implementation of the new teacher enterprise agreement will occur. The work will include implementation of performance and development processes for teachers and principals aligned with national standards.


FAST FACTS

2013-14 2014-15 Change % Change

Value of Directorate assets including school buildings $1,834.0m $1,793.0m -$41.0m -2.2%

Value of capital works $64.3m $55.8m -$8.5m -13.2%

Public School Space - Gross Floor Area M² 594,215 599,620 5,405 0.9%

Kilowatt hours of electricity used in public schools 26,069,569 24,963,621 - 1,105,948 -4.2%

Kilolitres of water used in public schools 358,694 337,471 -21,223 -5.9%

Tonnes of greenhouse gas emissions in public schools 35,354 28,513 -6,841 -19.4%

Kilometres travelled in office based vehicles 202,160 208,440 6,280 3.1%

Reams of paper purchased for central office use 7,725 8,734 1,009 13.1%

Litres of paper recycled within central office 198,640 208,320 9,680 4.9%

Wireless access points in public schools 1,850 3,550 1,700 91.9%


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AWARDS AND RECOGNITION

Recognition of Service Awards 2015

The Recognition of Service Awards were held during ACT Public Education Week (25-29 May 2015) to honour the long term commitment, dedication and loyalty of employees who have had long periods of uninterrupted service with the ACT Education and Training Directorate.

Employees with ten to thirty years of service are recognised at an individual school or branch level celebration and are presented with a Recognition of Service Certificate.

Employees with forty to fifty years of service were invited to attend a formal Recognition of Service Award Ceremony on 27 May 2015 at the Canberra Museum and Gallery, and to receive their certificates from the Minister for Education and Training, Ms Joy Burch MLA.

Recipients of forty years Recognition of Service Certificates following presentation from Ms Joanne Garrisson, Acting Deputy Director-General Education Strategy Back L-R: Ms Jacqueline Rohrs, Curtin Primary School; Mr Frank Keighley, Hawker College, Ms Joanne Garrisson, Acting Deputy Director-General, Education and Training Directorate; Ms Jane Hubbard, Mount Stromlo High School; Mr Stephen Kyburz, Former School Network Leader. Front L-R: Ms Joy Burch MLA; Ms Jan Day, Kingsford Smith School

2015 Australian of the Year Awards State Finalist, Australia’s Local Hero – Robert Pastor

Mr Robert Pastor has been the principal at Jervis Bay School since 2008. Robert has successfully fulfilled the leadership challenge of a school in a stunning natural environment with high levels of unemployment and socioeconomic disadvantage as well as a complex system of governance.

Under Robert’s leadership, the Jervis Bay School has strengthened its role as the heart of the local community, and as reflecting the strong Indigenous culture and proud history of Wreck Bay.

Through Robert’s powerful role in fostering social cohesion, Robert has developed a student-centred education model that partners with the greater community to build cultural identity and pride, bring local Indigenous language into the school and strengthen student engagement.

Mr Robert Pastor, Principal, Jervis Bay School.


2014 ACT Public Education Excellence Awards

The Public Education Excellence Awards recognise school leaders, teachers, support staff and volunteers in ACT public schools. In 2014, 123 nominations were received.

The award recipients were:

• Primary Teacher of the Year – Robyn Hammond, Hughes Primary School

• Secondary Teacher of the Year – Nor Idis, Lyneham High School

• Outstanding School Leadership Award – Sue Norton, Fraser Primary School

• Teaching/Leadership in Aboriginal & Torres Strait Islander Education – Lynn Leon, Kaleen Primary School

• Early Childhood Teacher of the Year – Michele Foley, Turner School

• New Educator of the Year – Matthew Eyles, Calwell High School

• Education Support of the Year – Debbie Carne, Harrison School

• School Hero of the Year – Brian Johns, Hughes Primary School

• Family and Community Partnerships Award – Charnwood-Dunlop School Staff

Award recipients with Ms Diane Joseph, Director-General (far left) and Minister for Education and Training, Ms Joy Burch MLA (far right).

Melrose High School teacher Geoff McNamara awarded 2014 Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools.Melrose High School teacher, Geoff McNamara, was inspired to improve on his own student experience and seek out working scientists many years later to engage students in his science classroom. Known as ‘Mr Mac’, he coordinates regular visits from practising scientists, science field trips and has created a hothouse of science learning - complete with a seismometer, GPS antenna, and weather station, each transmitting real-time data straight into the classroom. It is an environment where every student can experience the impact of science in daily life. “We all need science literacy to navigate the complexity of the modern world”, he says.

For his contributions to science teaching and inspiring students in science, Geoff McNamara was awarded the 2014 Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools.

Geoff McNamara (right) receiving his award from Prime Minister, the Hon Tony Abbott MP, for Excellence in Science Teaching in Secondary Schools with Simon Vaughan, Principal, Melrose High School (left).


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ACT Training Excellence Awards 2014

The 77th ACT Training Excellence Awards were held on 4 September 2014. The Awards recognised the achievements of apprentices, trainees, vocational students, trainers, employers, schools and registered training organisations.

Award recipients with Ms Diane Joseph, Director-General (far left) and Minister for Education and Training, Ms Joy Burch MLA (far right).

• Paula Moeller, St Edmund’s College, 2014 ACT VET in Schools Excellence Award Winner

• Brendan Farnhill, Australian Business Academy, 2014 ACT Small Registered Training Organisation of the Year

• James Kumar, 2014 ACT Vocational School Student of the Year

• Rebecca Lyons Wright, 2014 ACT Vocational Student of the Year

• Dennis Ogden, National Mailing and Marketing, 2014 ACT Large Employer of the Year

• Jessica Baczynski, 2014 ACT Apprentice of the Year • Mark den Hartog, 2014 ACT Apprentice (Trainee)

of the Year • Judith McDonald, 2014 ACT VET Teacher/Trainer

of the Year • Adrian Marron, Canberra Institute of Technology,

2014 ACT Large Registered Training Organisation of the Year

• Eylish Perry, 2014 ACT School-based Apprentice of the Year Certificate III

• Veronica Plunkett, 2014 ACT School-based Apprentice of the Year Certificate II

• Karen Nicholas, 2014 John Scott Memorial Award Winner

• Sally Moylan, 2014 ACT Aboriginal and Torres Strait Islander Student of the Year.

Three ACT award recipients went on to receive a 2014 Australian Training Award. The Australian Training Awards are the peak national awards for the vocational education and training sector recognising organisations, training providers and individuals for their contribution to skilling Australia.

National awardees from the ACT were:

• Sally Moylan, Aboriginal and Torres Strait Islander Student, Trainee or Apprentice of the Year Award

• Eylish Perry, Australian School Based Apprentice of the Year Award

• Just Better Care Canberra, Australian Apprenticeships Employer Award.


International Women’s Day Awards

On 12 March 2015, the Directorate celebrated International Women’s Day with a breakfast attended by 125 Directorate staff and students at The Deck at Regatta Point. Captain Sally Dorsett provided a keynote address reflecting on her role in the Royal Air Force and Royal Australian Air Force. Through her role in the Royal Australian Air Force Sally has been pursuing change for work flexibility for women and men in the Australian Defence Force.

The Minister for Education and Training, Ms Joy Burch MLA, presented the Women of Achievement Awards to outstanding role models, inspiring others to achieve.

Recipients included:

• Karin Nagorcka – Wanniassa School Principal • Sheila Brice – Deputy Principal of Namadgi School • Sonja Marmon – Deputy Principal of Campbell High School • Emma Robertson – Director Youth Coalition of the ACT

L-R Ms Beth Dingwall, Gungahlin College; Ms Diane Joseph, Director-General Education and Training Directorate; Ms Sonja Marmont, Campbell High School; Ms Sheila Brice, Namadgi School; Ms Karin Nagorcka, Wanniassa School; Ms Emma Robertson, Youth Coalition of the ACT; Group Captain Sally Dorsett, RAAF; Ms Joy Burch MLA, Minister for Education and Training.


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The Directorate launched the Strategic Plan 2014-2017: Education Capital: Leading the Nation in October 2013. The Strategic Plan guides the organisation and informs its clients and stakeholders about key priorities of the Directorate. The Plan identifies five priority areas for the four-year period:

• Quality learning; • Inspirational teaching and leadership; • High expectations, high performance; • Connecting with families and the community, and • Business innovation and improvement.

Performance against these priorities in the reporting period is discussed in this section.

QUALITY LEARNING

We will ensure all learners have access to powerful and relevant learning experiences.

Quality learning is the core element of the Directorate’s service provision. It can be measured through the performance of students in national and international assessments.

Literacy

NAPLAN is conducted in all states and territories in May each year. Students in year 3, 5, 7 and 9 are tested in reading, language conventions, numeracy and writing.

More detailed information regarding NAPLAN can be found at www.nap.edu.au

The performance of year 5 public school students in reading is shown by the mean achievement score in the National Assessment Program – Literacy and Numeracy (NAPLAN). Figure B2.1 shows that the 2014 mean achievement score for year 5 students in reading met the ACT target and was higher than the national mean.

Figure B2.1: Mean achievement score of all year 5 public school students in reading in NAPLAN, 2010 to 2014

0

100

200

300

400

500

600

Australia actual ACT actual ACT target

20142013201220112010

502 487 513 488 507 512 494 516 515 502 516 518 501

Source: Australian Curriculum, Assessment and Reporting Authority, National Assessment Program – Literacy and Numeracy 2010 to 2014

B.2 PERFORMANCE ANALYSIS


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SThe performance of year 9 public school students in reading was consistently higher than the national mean. The Education and Training Directorate continues to work to further increase the performance of year 9 students, in order to achieve the aspirational target. Performance was higher in the latest two years than in the three years prior. (Figure B2.2).

Figure B2.2: Mean achievement score of all year 9 public school students in reading in NAPLAN, 2010 to 2014


0

100

200

300

400

500

600

20142013201220112010

582 574 585 580 598 586 575 598 592 580 598 588 580


Numeracy

The performance of year 5 public school students in numeracy was above the national mean. While the ACT mean achievement score has not met the target for the last two years, the results have remained stable and above the mean for Australia (Figure B2.3).

Figure B2.3: Mean achievement score of all year 5 public school students in numeracy in NAPLAN, 2010 to 2014


0

100

200

300

400

500

600 Australia actual

ACT actual

ACT target

20142013201220112010

494 489 499 488 490 499 489 503 495 486 503 494 488



The mean achievement score of all year 9 public school students in numeracy shows consistency in results since 2010. While the ACT results show similarity to the national mean, they are yet to reach the target. (Figure B2.4).

Figure B2.4: Mean achievement score of all year 9 public school students in numeracy in NAPLAN, 2010 to 2014


0

100

200

300

400

500


ACT actual

ACT target

20142013201220112010

586 585 584 583 595 587 584 595 587 584 595 585 588


International Computer and Information Literacy Study (ICILS)

The Programme for the International Computer and Information Literacy Study (ICILS) was first conducted in 2013, assessing students in year 8 on their ability to use computers to investigate, create and communicate. It will be conducted worldwide every 5 years by the International Association for the Evaluation of Educational Achievement.

Further information regarding ICILS can be found at: www.iea.nl/icils_2013.html.

The performance of ACT students in the 2013 International Computer and Information Literacy Study (ICILS) was consistent with Victoria, NSW, SA, WA while above other states and the ICILS average score. (Figure B2.5).

Figure B2.5: Mean achievement score of ACT students in ICILS in 2013

546 553523 545 543 529 531 549 542

500

0

100

200

300

400

500

600 2013

ICILS (Average)

AUSACTNTTASWASAQLDVICNSW

Source: International Association for the Evaluation of Educational Achievement, International Computer and Information Literacy Study 2013 International Computer and Information Literacy Study (ICILS)


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SNational Assessment Program - Civics and Citizenship

The National Assessment Program – Civics and Citizenship is a national sample assessment of students’ skills, knowledge and understanding of Australia’s system of government. It assesses students’ understanding of civic life and attitudes, values and participation in civic-related activities at school and in the community. A sample of year 6 students across Australia participated in the testing.

Further information on the assessment is available from www.nap.edu.au/nap-sample-assessments/civics-and-citizenship/napsa-civics-and-citizenship.html.

The performance of ACT year 6 and year 10 students in the 2013 National Assessment Program – Civics and Citizenship continued to show ACT students as among the highest performing in Australia. The results indicate the value of students participating in the governance of their school and extracurricular activities in achieving a greater understanding of Australian government and civic life. The mean score for year 6 ACT students (433) was the highest in the nation, with the ACT performing higher than the national average (403) (Figure B2.6).

Figure B2.6: Mean achievement score of year 6 ACT students in civics and citizenship, 2004 to 2013

Australia ACT

423400

425 405442

408433

403

0

100

200

300

400

500

2013201020072004

Source: Australian Curriculum, Assessment and Reporting Authority, Civics and Citizenship 2004 to 2013

The mean score of ACT year 10 students (525) was equal highest in Australia, along with NSW, Victoria and Western Australia, and above the national average (511) (Figure B2.7).

Figure B2.7: Mean achievement score of year 10 ACT students in civics and citizenship, 2004 to 2013

Australia ACT

586

518 496523 502 523 519 525 511

0

100

200

300

400

500

600 Australia

ACT

2013201020072004

Source: Australian Curriculum, Assessment and Reporting Authority, Civics and Citizenship 2004 to 2013 National Assessment Program - Civics and Citizenship


Vocational education and training

The percentage of year 12 students receiving a nationally recognised vocational qualification is the number of year 12 students who completed year 12 and achieved a vocational qualification, or equivalent, divided by the total number of students enrolled in year 12 as at February census. Data is obtained from the Board of Senior Secondary Studies and the Directorate’s School Census undertaken in February.

Further information on this measure can be obtained by emailing [email protected].

The performance of ACT students in vocational education and training is shown by the percentage of year 12 students who received a nationally recognised qualification (Figure B2.8). During the period from 2010 to 2013 the percentage exceeded or was equal to the target, and in 2014 was at 58 percent, slightly beneath the target of 60 percent. The target of 50 percent of all Aboriginal and Torres Strait Islander students was exceeded.

Figure B2.8: Percentage of year 12 students who received a nationally recognised vocational qualification, 2010 to 2014

01020304050607080

All students actualAll students targetATSI actualATSI target

20142013201220112010

6064

54 5260

64

55

6460

50

71

60 60

50 5260 58

Source: Education and Training Directorate


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The data in relation to apprentices satisfied with their training is obtained from the annual Student Outcomes Survey of the National Centre for Vocational Education Research. The annual survey measures apprentices’ and vocational education and training students’ satisfaction with training and post-training employment outcomes.

Further information on this measure can be obtained from www.ncver.edu.au.

Over the five year period from 2010 to 2014, apprentices reported around 80 percent satisfaction with their training (Figure B2.9). Satisfaction levels for ACT apprentices were slightly below satisfaction levels for all apprentices in Australia, but showed a slight increase and exceeded the target in 2014.

Figure B2.9: Percentage of apprentices satisfied with their training under Australian Apprenticeships, 2010 to 2014

ACT Actual Australia Actual ACT Target

85 87 8680 77

8980 80

8780 82

8787

0

20

40

60

80

100

20142013201220112010

Source: National Centre for Vocational Education Research, Student Outcomes Survey 2010 to 2014


INSPIRATIONAL TEACHING AND LEADERSHIP

We will build the capacities of our teachers and leaders – by design, not by chance.

Average number of years of employment

Average number of years of employment is the total number of years of employment of all employees divided by the total number of employees of the Directorate, based on the headcount of all permanent school and office-based staff in all classification streams as at the last pay day in the financial year. Staff on long service leave are excluded from these counts.


Quality learning flows from inspirational teaching and school leadership. In 2015 the Directorate employed 4,285 teachers and school leaders.

The average number of years of employment in the Directorate steadily increased from 8.8 years in 2013-14 to 9.0 years in 2014-15 (Figure B2.10). The average length of employment was a sign of a staff-friendly organisational environment and flexible work-life balance employment arrangements.

Figure B2.10: Average number of years of employment with the Directorate, 2010-11 to 2014-15

0

2

4

6

8

10 ACT

20142013201220112010

8.5 8.6 8.7 8.8 9.0


Use of learning technologies

The proportion of teachers using learning technologies is based on a survey of teachers in ACT public schools conducted in August each year. In determining the proportion, the question ‘The use of learning technologies is an integral part of learning and teaching in my classroom’ is used. Responses are collected on a five point scale with only statements of ‘agree’ or ‘strongly agree’ used to calculate the result.


In the three years 2012 to 2014, the proportion of teachers in public schools employing the use of learning technologies as an integral part of their teaching practice has remained steady at 83 percent (Figure B2.11).


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SFigure B2.11: Proportion of teachers using learning technologies, 2010 to 2014

0102030405060708090

100

20142013201220112010

586

7981 83 83 83

Source: Education and Training Directorate, Satisfaction Surveys 2010 to 2014

Innovative practice

The proportion of teachers and school leaders who felt innovative practice was encouraged is based on a survey of teachers in ACT public schools conducted in August each year. In determining the proportion, the question ‘Innovative practice is encouraged’ is used. Responses are collected on a five point scale with only statements of ‘agree’ or ‘strongly agree’ used to calculate the result.


The Directorate is committed to continuous innovation and improvement. The proportion of teachers and school leaders who felt innovative practice was encouraged increased from 79 percent in 2010 to 86 percent in 2014 (Figure B2.12).

Figure B2.12: Proportion of teachers and school leaders who felt innovative practice was encouraged, 2010 to 2014

7982 84 85 86

0102030405060708090

100

20142013201220112010



Development of leadership opportunities

The proportion of teachers and school leaders participating in decision-making is based on a survey of teachers in ACT public schools conducted in August each year. In determining the proportion, the question ‘I have opportunities to participate in decision-making’ is used. Responses are collected on a five point scale with only statements of ‘agree’ or ‘strongly agree’ used to calculate the result.


A high performing school system encourages the development of leadership capacities of teachers and school leaders for the continuation of quality learning and teaching.

There has been a similar proportion of teachers and leaders in ACT public schools from 2010 to 2014 who reported having opportunities to participate in decision-making (Figure B2.13).

Figure B2.13: Proportion of teachers and school leaders who felt they had opportunities to participate in decision-making, 2010 to 2014

ACT75 78 78 79 77

0102030405060708090

100 ACT

20142013201220112010


Aboriginal and Torres Strait Islander employees

The number of Aboriginal and Torres Strait Islander employees is based on the headcount of employees identifying themselves as Aboriginal and Torres Strait Islander people as at the last payday in the financial year.


The ACT Public Service committed to more than doubling the number of Aboriginal and Torres Strait Islander employees by 2015. The number of Aboriginal and Torres Strait Islander employees within the Education and Training Directorate was around 40 during 2010-11 to 2011-12, before rising to 57 in 2012-13. This number increased to 64 in 2013-14 and was 72 in 2014-15 (Figure B2.14).


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SFigure B2.14: Number of Directorate Aboriginal and Torres Strait Islander employees, 2010-11 to 2014-15 586

38 40

5764

72

01020304050607080 ACT

20142013201220112010


HIGH EXPECTATIONS, HIGH PERFORMANCE

We have high expectations for all and will meet the learning needs of every student.

Student satisfaction

Student satisfaction is based on a survey of students from years 5 to 12 in ACT public schools, excluding students at specialist schools, conducted in August each year. In determining overall student satisfaction, the question ‘Overall I am satisfied I am getting a good education at this school’ is used. Responses are collected on a five point scale with only statements of ‘agree’ or ‘strongly agree’ used to calculate overall satisfaction rates.


From 2010 to 2012, overall student satisfaction (across primary, high and college sectors) with the quality of education received at public schools remained stable around 80 percent, with a slight drop from 2012 to 2013. There were changes in the administration and content of the survey in 2013, in order to ensure consistency with the national approach, which may have impacted on that year’s slightly lower result. The result increased to 76 percent in 2014 (Figure B2.15).

B2.15: Percentage of overall student satisfaction with education at public schools, 2010 to 2014

80

80 82 80 82 81 8375

8376

0

20

40

60

80

100

ACT actual ACT target 20142013201220112010



Year 12 certification

Year 12 certification is the number of students who meet the requirements of a Year 12 Certificate, expressed as a percentage of year 12 enrolments. Data is obtained from the Board of Senior Secondary Studies and the Directorate’s School Census undertaken in February. Estimates are calculated based on the number of students completing the requirements of the ACT Year 12 certificate divided by the number of year 12 students as at the ACT School Census.


The ACT public school certification rate for year 12 was 88.4 percent in 2014, an improvement from 87 percent in 2010 (Figure B2.16).

Figure B2.16: Percentage of year 12 public school students who received a Year 12 Certificate, 2010 to 2014

80

87 89 88 89 88 89 89 89 88

ACT actual ACT target

0

20

40

60

80

100 ACT actual

ACT target

20142013201220112010


Aboriginal and Torres Strait Islander year 12 certification rate

The certification rate for year 12 Aboriginal and Torres Strait Islander students in public schools increased from 80.0 percent in 2011 to 86.2 percent in 2012. The rate dropped in 2013 and in 2014 against the target of 80 percent. In February 2014 there were 83 Aboriginal and Torres Strait Islander students enrolled in year 12 at public colleges. Of these, 49 students or 59 percent graduated with a year 12 certificate, less than the target of 66 students or 80% (Figure B2.17).

Figure B2.17: Percentage of year 12 Aboriginal and Torres Strait Islander public school students who received a year 12 Certificate, 2010 to 2014

80

7480

8680

7180

59


ACT actual

ACT target

0

20

40

60

80

100 ACT actual

ACT target

20142013201220112010



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SYear 12 graduates studying or employed six months after completing year 12

ACT destination data are based on a survey of graduates who successfully complete an ACT year 12 certificate. Graduates from the previous year are surveyed in May of the reference year. The survey frame is drawn from the ACT Board of Senior Secondary Studies administrative records.

The Australian rate is for 15-24 year-olds engaged in full-time study or employment in May of the reference year after finishing year 12 the previous year.


The percentage of public school year 12 graduates engaged in study or employment has been stable at around 90 percent from 2010 to 2014. This is a higher percentage than the Australian percentage for those years (Figure B2.18).

The Directorate continues to develop programs and employ high quality teaching and learning to ensure that student are employed and/or studying after leaving school.

Figure B2.18: Percentage of public school year 12 graduates studying or employed six months after completing year 12, 2010 to 2014 80

91

75

91 93

75

92 94

79

93 92

78

93 8978

ACT actual

ACT target

ACT actual

ACT target

0

20

40

60

80

100

ACT actual ACT target Australia actual

ACT actual

ACT target

20142013201220112010



Vocational education and training graduates with improved employment status after training

Proportion of graduates with improved employment status is defined as graduates aged 20-64 years with an improved employment status after training divided by the total graduates aged 20-64 tears. The data are derived from the annual Student Outcomes Survey of the National Centre for Vocational Education Research. The annual survey seeks to measure apprentices’ and vocational education and training students’ satisfaction with training and post-training employment outcomes.

Further information on this measure can be obtained from www.ncver.edu.au.

Over the five year period from 2010 to 2014, the proportion of vocational education and training graduates with improved employment status after training remained above the national results. In 2014, the proportion of graduates with improved employment status after training increased from 65 percent to 69 percent and exceeded the ACT target for the first time (Figure B2.19)

Figure B2.19: Proportion of graduates with improved employment status after training, 2010 to 201480

6862

7064 65 62

66 6561

66 69

60



ACT actual

ACT target

20142013201220112010

Source: National Centre for Vocational Education Research, Student Outcomes Survey 2013


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SApparent retention rate year 7 to year 12

The apparent retention rate is an indicative measure of the number of students who have stayed in school, as at a designated year level. It is the percentage of the respective cohort group that those students would be expected to have come from assuming an expected progression of one grade per year.

Further information on this measure can be obtained from www.abs.gov.au

The apparent retention rate of ACT public school students increased over the five year period from 2010 to 2014 from 107 per cent to 113 per cent (Figure B2.20).

Figure B2.20: Apparent retention rate from year 7 to year 12, public school students, ACT and Australia, 2010 to 2014

0

20

40

60

80

100

120 Australia

ACT

20142013201220112010

107

Australia ACT

73

101

75

105

76

104

78

113

81

Source: Australian Bureau of Statistics Schools, Australia 2014

Aboriginal and Torres Strait Islander literacy

The performance of year 5 Aboriginal and Torres Strait Islander public school students in reading is shown by the mean achievement score in NAPLAN. Figure B2.21 shows that mean achievement scores for year 5 Aboriginal and Torres Strait Islander public school students in reading declined in 2014 when compared with 2013 results, but were higher than previous results. The ACT mean achievement score of 453 was substantially above the national mean of 422, and was higher than the target.

Figure B2.21: Mean achievement score of Aboriginal and Torres Strait Islander year 5 public school students, in reading, 2010 to 2014

0

100

200

300

400


ACT actual

ACT target

20142013201220112010ACT targetACT actual Australia actual

427 410456

410451 445

409451

476439 451 453

422

Source: Australian Curriculum, Assessment and Reporting Authority, National Assessment Program – Literacy and Numeracy 2010 to 2014, Education and Training Directorate


The performance of year 9 Aboriginal and Torres Strait Islander public school students in reading is shown by the NAPLAN mean achievement score. Figure B2.22 shows similar mean achievement scores for the ACT in reading from 2010 to 2014, increasing over the period 2012 to 2014 and consistently higher than the national mean. The Directorate continues to work towards achievement of the target, particularly through targetted programs to assist Aboriginal and Torres Strait Islander students.

Figure B2.22: Mean achievement score of Aboriginal and Torres Strait Islander year 9 public school students, in reading, 2010 to 2014

0

100

200

300

400

500


ACT actual

ACT target

20142013201220112010

545506

547518

556531 510

556 542 520556 546

517


Source: Australian Curriculum, Assessment and Reporting Authority, National Assessment Program – Literacy and Numeracy 2010 to 2014, Education and Training Directorate

Numeracy

Aboriginal and Torres Strait Islander numeracy

The performance of year 5 Aboriginal and Torres Strait Islander public school students in numeracy is shown by the NAPLAN mean achievement score. Figure B2.23 shows that the numeracy mean achievement scores for year 5 Aboriginal and Torres Strait Islander students declined in 2014 from 2013, but were similar to results from 2010 to 2012. ACT mean scores for year 5 numeracy Aboriginal and Torres Strait Islander students from 2010 to 2014 were consistently above the national mean scores for year 5 Aboriginal and Torres Strait Islander students.

Figure B2.23: Mean achievement score of Aboriginal and Torres Strait Islander year 5 public school students, in numeracy, 2010 to 2014

Australia actual

ACT actual

ACT target

ACT targetACT actual Australia actual

0

100

200

300

400

500

20142013201220112010

431 417444

421 439 437414

444 451417

444 439418

Source: Education and Training Directorate, August Census 2010 to 2014


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SThe performance of year 9 Aboriginal and Torres Strait Islander public school students in numeracy is shown by the NAPLAN mean achievement score. Figure B2.24 shows that the numeracy mean achievement scores for year 9 Aboriginal and Torres Strait Islander students in the ACT were consistently above the numeracy mean achievement scores for Aboriginal and Torres Strait Islander students across Australia.

Figure B2.24: Mean achievement score of Aboriginal and Torres Strait Islander year 9 public school students, in numeracy, 2010 to 2014

ACT targetACT actual Australia actual

0

100

200

300

400

500


ACT actual

ACT target

20142013201220112010

546515 528 516

552 542 518552

524 508552 538 523

Source: Australian Curriculum, Assessment and Reporting Authority, National Assessment Program – Literacy and Numeracy, 2010 to 2014

Aboriginal and Torres Strait Islander enrolments in preschool in public schools

The number of preschool enrolments of Aboriginal and Torres Strait Islander students in public schools includes students who were attending a preschool program at a specialist school and as an early entry student, as at August 2014.

Further information on this measure can be obtained by emailing [email protected]

The number of Aboriginal and Torres Strait Islander student enrolments in preschool in public schools consistently increased over the last five years. In 2014 the result of 267 students substantially exceeded the target of 225 enrolments (Figure B2.25).

Figure B2.25: Number of enrolments of Aboriginal and Torres Strait Islander students in preschool in public schools, 2010 to 2014

All students target All students actual


193 203219 212 220 225

267

0

50

100

150

200

250

300 ACT actual

ACT target

20142013201220112010

Source: Education and Training Directorate, August Census 2010 to 2014


Attendance

The student attendance rate is the number of actual full-time equivalent student-days attended by full-time students in years 1 to 10 as a percentage of the total number of possible student-days over the period.

A data quality statement on this measure can be obtained from the ‘Report on Government Services’ page of the Australian Productivity Commission website at www.pc.gov.au/research/recurring/report-ongovernment-services.

The attendance rate of students in ACT public schools was above 91 percent during 2010 to 2012. The attendance rate exceeded 92 percent for 2013. The rate declined slightly in 2014 to 91.5 percent; however the 2014 target of 91.5 was achieved. (Figure B2.26).

Figure B2.26: Attendance rate of public school students in year 1 to 10, 2010 to 2014

All students target All students actual


92.4 91.7 92.9 91.3 93.0 91.4 91.5 92.2 91.5 91.5

0

20

40

60

80

100 ACT actual

ACT target

20142013201220112010



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SCONNECTING WITH FAMILIES AND THE COMMUNITY

We will partner with families and engage with the community to build meaningful relationships.

The percentage of year 10 students who proceed to public secondary college education reports the total number of year 10 students in public high schools, as of the August census, who enrolled in year 11 at public colleges as at February census in the following year.


An indicator of stakeholder confidence in public education is the retention of year 10 students in public schools to year 11 in public colleges. The percentage of year 10 students who proceeded to public secondary education increased over the last five years. The percentage of Aboriginal and Torres Strait Islander students who proceeded to public secondary education also increased over the last five years.

Figure B2.27: Percentage of year 10 students who proceed to public secondary college education

All students target All students actualATSI actual ATSI target

Australia actual

ACT actual

ACT target70

85 8977

8591

8085

9180 85 85

93

8091

8593

0

20

40

60

80

100 All students actual

All students target

ATSI actual

ATSI target

2014-152013-142012-132011-122010-11



Parent and carer satisfaction with education provided at public schools

Parent and carer satisfaction is based on a survey in August each year of parents and carers of students attending public schools. In determining overall parent and carer satisfaction, the question ‘Overall I am satisfied with my child’s education at the school’ is used. Responses are collected on a five point scale with only statements of ‘agree’ or ‘strongly agree’ being used to calculate overall satisfaction rates.


Figure B2.28 indicates that there was a high level of parent and carer satisfaction with the education provided at public schools over the last five years. The level of overall satisfaction increased from 83 percent in 2011 to 85 percent in 2014, but was just below the target of 88 percent.

Figure B2.28: Percentage of overall satisfaction of parents and carer with the education provided at public schools, 2010 to 2014

0

20

40

60

80

100 ACT - Actual

ACT - Target

20142013201220112010 ACT actual ACT target

8287 83

88 86 8883

88 85



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SPreschool enrolment

The number of preschool enrolments in public schools in August included students who were attending a preschool program at a specialist school and as early entry students.


The community’s confidence in public education was reflected through an increasing number of preschool enrolments in public schools. Preschool enrolments in public schools increased from 4,583 in 2013 to 4,873 in 2014, an increase of 290 students. In 2014 the target was exceeded by 373 enrolments (Figure B2.29).

Figure B2:29: Number of enrolments in preschool in public schools, 2010 to 2014


4,266 4,346 4,448 4,425 4,583 4,5004,873

0

1000

2000

3000

4000

5000 ACT actual

ACT target

20142013201220112010

Source: Education and Training Directorate, August Census, 2010 to 2014

ACT school enrolments

The proportion of school enrolments includes all students enrolled from preschool to year 12 in all ACT schools, including specialist schools, at February census.


Public schools continued to enrol the majority of students. Public school enrolments as proportion of overall ACT enrolments was stable from 2011 to 2014 (Figure B2.30).

Figure B2:30: Proportion of school enrolments, 2011 to 2015 (%)

0

10

20

30

40

50

60

70 Non-govenment schools

Public schools

20152014201320122011

Non-govenment schools Public schools ACT actual

59 59 59 60 60

41 41 41 40 40

Source: Education and Training Directorate, February Census, 2011 to 2015.


BUSINESS INNOVATION AND IMPROVEMENT

We will support innovation, improve our business systems and be open and accountable for our decisions.

Staff retention rate

The staff retention rate is expressed as a percentage of all staff retained in the financial year.

The rate is calculated by dividing the number of permanent staff employed at the last pay day in June of the proceeding year, plus the number of commencements during the financial year, minus the number of separations in the same financial year, by the number of staff at the last pay day of the proceeding year and commencements during the financial year.

The staff retention rate is the headcount of permanent school-based and office-based staff in all classification streams. Staff on long service leave are excluded from these counts.


The staff retention rate in the Directorate was stable over the last five years, with a retention rate of at least 93 percent each year, exceeding the target staff retention rate of 92 percent between 2011 and 2014 (Figure B2.31).

Figure B2:31: Staff retention rate, 2010 to 2014

Australia actual


93 92 93 92 94 92

0

20

40

60

80

100 ACT actual

ACT target

20142013201220112010

95 92 95



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SFreedom of Information (FOI)

The number of FOI requests is the total number of requests received by the Directorate in a financial year under section 79(2) of the Freedom of Information Act 1989 (ACT).


The Directorate, in line with ACT Government policy, is committed to making government decisions transparent through Open Government initiatives. The Freedom of Information (FOI) process is a mechanism allowing the community to access information held by the Directorate. The number of new FOI requests in a financial year increased from 40 in 2010-11 to 45 in 2014-15 (Figure B2.32).

Figure B2:32: Number of new FOI requests, 2010-11 to 2014-15


4038

28

36

45

20

30

40

50 ACT

2014-152013-142012-132011-122010-11


For further information contact: Director Planning and Performance (02) 6205 5511


B.3 SCRUTINY

Auditor-General Report No. 7/2014 – 2013-14 Financial Audit

Recommendations Action Status

The Audit Office issued an unqualified audit report on the Directorate’s 2013-14 Financial Report and an unqualified Report of Factual Findings on its 2013-14 Statement of Performance.

The Audit Office reported unresolved findings and recommended:

The Directorate partially resolved one audit finding by approving policies and procedures for establishing, removing and reviewing user access to Maze and performance of reviews of user access at the school level. However, these policies and procedures do not provide guidance on reviewing user access to Maze at the Directorate level and there was no evidence of such reviews being performed. This weakness presents a risk of unauthorised access to student and financial data, including sensitive student information.

• The Directorate has been unable to implement audit logs for the Maze application and data and there is no policy for monitoring the activity of users by the review of audit logs. This increases the risk that erroneous or fraudulent changes to the Maze application and data will not be promptly detected and rectified.

The Directorate has responded as follows:

• The Directorate has advised that it will include guidance on review of user access at Directorate level in its procedures and ensure that these reviews are regularly performed.

• The Directorate has investigated options for audit logs and determined that Maze does not have the capability to produce system or data audit logs. The specifications for an upgrade to the Maze school administration system (the project is currently in a discovery phase) will include a requirement for audit trails and transactional log capability, it is not anticipated that this recommendation can be activated until full implementation of a new system in 2016. In addition, to minimise potential risks identified by the audit it should be noted that all financial transactions in Maze are locked and cannot be edited or deleted by the user. Each financial record is tagged with the Maze user account and the date and time the transaction occurred.

• In progress

• In progress

Two new audit findings were identified in 2013-14. There was:

• Often no evidence that reviews of salary reports were being performed or performed in a timely manner. This increases the risk that incorrect or fraudulent employee payments will not be promptly detected and addressed.

• Sometimes no evidence of the satisfactory receipt of goods and services at schools prior to payments being made. While these payments were found to be properly related to the operations of the Directorate, there is a risk of payment errors, irregularities and fraud when payments can be made without clear evidence of the satisfactory receipt of goods and services marked on the payment documentation.

• The Directorate has amended its procedures to address these audit findings.

• The Directorate has amended its procedures to address these audit findings.

• Complete

• Complete


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Auditor-General Report on Capital Works Reporting

Recommendations Action Status

The audit made eight recommendations to address the audit findings in this report.

Directorates included in the audit were:

Chief Minister and Treasury, Commerce and Works; Economic Development; Health; Territory and Municipal Services and Education and Training.

The following recommendations were applicable to the Education and Training Directorate:

• The Commerce and Works Directorate’s Shared Services Procurement and directorates should develop capital works service level agreements, or the equivalent, by 31 December 2014. These should specify reporting responsibilities.

• All Directorates should quality control information to be included in capital works reports to the Chief Minister and Treasury Directorate and the Budget Committee of Cabinet, and have documented quality control procedures.

• The Commerce and Works Directorate’s Shared Services Procurement and directorates should develop capital works service level agreements, or the equivalent, by 31 December 2014. These should specify reporting responsibilities.

• All Directorates should quality control information to be included in capital works reports to the Chief Minister and Treasury Directorate and the Budget Committee of Cabinet, and have documented quality control procedures.

• Whole of Government response to this audit has not been tabled at the time of publication.

Source: Governance and Assurance Branch

For more information contact: Director Governance and Assurance (02) 6205 9328


B.3 LEGISLATIVE ASSEMBLY INQUIRIES AND REPORTS

The Directorate participated in two Legislative Assembly Committee inquiries that were completed during the reporting year.

Committee Report Title Date Tabled

Standing Committee on Education, Training and Youth Affairs

Report 3: Report on Annual and Financial Reports 2013-14

26 March 2015

Select Committee on Estimates 2014-15

Report on the Inquiry into the Appropriation Bill 2014-15

5 August 2014


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Report 3: Report on Annual and Financial Reports 2013-14 • The Annual and Financial Reports of all ACT Government agencies are referred to the Standing

Committees of the ACT Legislative Assembly for examination and report. • The Standing Committee on Education, Training and Youth Affairs Report made 20 recommendations. The

Directorate had responsibility for five. • The ACT Government response was tabled on 4 August 2015. • Details of the Education and Training Directorate related recommendations, the ACT Government

response and implementation are provided in the table below.

Table: Implementation status of Standing Committee on Education and Youth Affairs Report 3: Report on Annual and Financial Reports 2013-14

Recommendation Response Implementation status/outcome

1. The Committee recommends that, in addition to providing detailed updates and profile of the expected demands and performance requirements of the ACT Building and Construction Industry Training Fund Authority, that the Authority continue to give an updated account of the challenges facing its client industries, particularly in a time of changing building, construction and engineering activities.

Noted The ACT Building and Construction Industry Training Fund Authority (the Authority) determines the training priorities required by industry in relation to each of the five program areas funded by the Authority, through its annual Training Plan, developed through extensive consultation with industry stakeholders.

The scope of the Authority’s activities may also change in conjunction with the demands from the various sectors. Any key challenges related to training faced by the various stakeholder groups are accommodated within the annual Training Plan and captured within the consultation and reporting process used by the ACT Construction Industry Training Council and the ACT Electrotechnology and Energy Advisory Board, both of whom are engaged by the Authority.

6. The Committee recommends that current School Satisfaction Surveys be used to continually assess current issues and inform future delivery of ACT education programs. The Committee recommends that reports of the survey results continue to be collated and published with ETD annual reports.

Agreed The School Satisfaction Survey is one element of data used for school improvement purposes. The instrument provides quantitative data indicating the perceptions of staff, students and parents about their experiences at the school. The survey results are used by schools to enable the Principal to guide school improvement in relation to their school plans. They are also used by School Network Leaders to inform their work with Principals.

It is the intention of ETD to continue publishing results in its Annual Report and on its website



7. The Committee recommends that in cases where student and parent survey results relating to safety in schools diverge, or differ; that these results be subject of close scrutiny by the ETD, and that the Directorate work with those schools where survey responses of students and parents significantly diverge, to ensure that steps are taken to understand and positively address the issues raised. The Committee considers improved parental engagement may help to address and resolve these issues.

Agreed The instrument provides quantitative data indicating the perceptions of students and parents. As part of the core work of School Network Leaders, the survey will continue to be used as a key element to interrogate school improvement with school Principals.

8. The Committee recommends that the program for parental engagement continue and that ETD report progress on its implementation. The Committee also recommends that the experience and strategies developed in the course of the program for assisting and providing support to parents from vulnerable backgrounds be part of the Directorate’s reporting process.

Noted The Directorate is continuing to work in partnership with the Australian Research Alliance for Children and Youth (ARACY) on the Progressing Parental Engagement Project. The project commenced in 2014 and will be completed in December 2015, with three key deliverables.

In February 2015 the Minister for Education and Training, Joy Burch MLA launched a suite of resources designed to help parents and carers as well as schools and teachers to understand what parental engagement is, why it matters, how it works and how best to foster it. The resources include two publications - Education Capital: Progressing Parental Engagement and Education Capital: Defining Parental Engagement Report and Parent and Teacher fact sheets.

The recommended strategies developed in the program will be focused on ensuring inclusion of all parents including those from vulnerable backgrounds. The second half of 2015 will see the development and testing of a parental engagement survey for teachers and parents to measure parental engagement. This tool will be piloted across four ACT schools including two public schools, one Catholic and one independent school and will be completed by December 2015.

The ACT has also committed to participate in the Australian Government Parental Engagement project.


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12. That the ACT Government consider appropriate research on child physical health and wellbeing to examine possible initiatives which could be adopted in the ACT and which could also draw on experience and strategies developed in other States and Territories.

Noted The Directorate uses current evidence based research to support the health and wellbeing of students. The Directorate also has a wide range of initiatives and programs including partnerships in this area.

Working relationships have been developed with ACT universities that support ongoing access to current research and development of best practice. A current collaboration is supporting teachers to embed evidence based teaching strategies into the classroom, to mitigate the impact of trauma and adversity.

The Directorate is an active member of the National Safe and Supportive Schools committee. This committee works together to coordinate and promote the ‘National Day of Action against Bullying and Violence’.

The ACT Government has a range of mechanisms through which it collects health data of ACT school students. ACT school students’ health and fitness status is reported biennially in the Chief Health Officer’s report. Annual statistics are available.

The Epidemiology Section of ACT Health collects and reports on the health and fitness status of primary and secondary school aged students in the ACT through several surveys including the ACT General Health Survey (GHS), the ACT Physical Activity and Nutrition Survey (ACTPANS), and the Australian Secondary Students’ Alcohol and Drug Survey (ASSAD). The GHS is conducted annually, while the ASSAD and ACTPANS are conducted every three years.

The Education and Training Directorate is working in partnership across ACT Government agencies to develop and implement programs that enhance children’s health and fitness.

The ACT Public School Food and Drink Policy was released in 2015. The policy applies the National Healthy School Canteen Guidelines to the broader school environment. The National Healthy School Canteen Guidelines are based on the Australian Dietary Guidelines. Food and nutrition education in Canberra’s schools is taught as part of the curriculum.

Schools are also engaged with programs to improve the physical health and wellbeing of children such as the Walk and Ride to School Program, It’s Your Move, Kids at Play and Fresh Tastes.


Report on Inquiry into the Appropriation Bill 2014-15 • The Select Committee on Estimates 2014-2015 examined the expenditure proposals contained in the

Appropriation Bill 2014-2015 and the Appropriation (Office of the Legislative Assembly) Bill 2014-15 as well as any revenue estimates proposed by the ACT Government in the 2014-15 Budget.

• The Select Committee’s Report made 138 recommendations. The Directorate had responsibility for seven. • The ACT Government response was tabled on 12 August 2014, and agreed to 42 recommendations, agreed

in principle to 13 recommendations, agreed in part to 11 recommendations, noted 60 recommendations and did not agree to 12 recommendations.

• Details of the Education and Training Directorate related recommendations, the ACT Government response and implementation are provided in the table below.

Table: Implementation status of Select Committee on Estimates 2014-2015 Report on Inquiry into the Appropriation Bill 2014-15


19. The Committee recommends that the ACT Government establish a full time arts office embedded in the Education Directorate

Not Agreed

The Education and Training Directorate continues to work in partnership with a range of arts organisations and stakeholders including artsACT to enhance the provision of arts programs in Canberra public schools.

22. The Committee recommends that the ACT Government review the availability and need for adult ESL education for women, with a particular focus on places and funding, child-care and any other support required with a view to increasing participation and report to the Assembly by November 2014.

Noted The Education and Training Directorate along with the Canberra Institute of Technology will consider the availability and need for adult ESL education for adult women. This information will be considered in developing ETD and CIT funded initiatives


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27. The Committee recommends that the ACT Government detail to the Legislative Assembly by the last sitting day of October 2014 how it will address and fund the issue of youth and young people’s mental health in our education system particularly detailing the cross-sectoral approach that will be undertaken.

Noted The Directorate utilised a three tiered response strategy to the support and improvement of mental health and wellbeing of the children and young people enrolled in ACT public schools.

At the Universal level, social and emotional learning is used to foster positive interpersonal skills and positive regard for others. Social and emotional learning supports the cross curricular priorities of the Australian Curriculum, particularly in the areas of self-awareness, self-management and social awareness. Each public high school has a full time Pastoral Care Coordinator (executive teacher) and youth support worker (ASO4) who are responsible for monitoring the wellbeing of students in the school and designing programs that meet the mental health and wellbeing needs of the school community.

The ACT Government provides grants of $10,000 to all ACT schools (public, independent or systemic) to implement the Mindmatters or Kidsmatter frameworks. An additional $5,000 grant is provided to schools who achieve MindMatters or KidsMatter accreditation to support the ongoing development of mental health initiatives in the school. MindMatters and KidsMatter are national mental health promotion, prevention and early intervention initiatives. They are universal approaches and aim to build the capacity of schools to enhance the social and emotional wellbeing of students and staff. The initiative involves a resource kit (provided free to every school with a secondary enrolment), a professional development program and a dedicated website. MindMatters is managed by Principals Australia and employs project officers in each state and territory across Australia.

At the selected level, the additional and complex needs of students are met on a needs basis. Every ACT public school has access to a qualified and registered psychologist who is able to make assessments of the mental health status of students and provide support or refer students to external support agencies, such as General Practitioners, Canberra Adolescent Mental Health Service and Headspace. Each public school network has access to a Network Student Engagement Team(NSET) comprising of a Senior Psychologist, Behaviour Support Partner (executive teacher), Disability Education Partner (executive teacher) and manager (deputy principal). The NSETs provide expert advice, coaching, mentoring and professional learning to school based staff who are experiencing difficulties in meeting the behavioural and mental health needs of their students.

At the targeted level, public school executive teams and school psychologists are able to access extensive support from the Student Engagement section. There is a Targeted Support Team (TST) attached to each public school network comprising of a Senior Psychologist, Behaviour Support Partner (executive teacher), social worker and manager (deputy principal) who is able to provide case management and support to students, families and schools to best meet student need on a case by case basis.



Professional Learning:The Trauma Understanding and Sensitive Teaching (TRUST) pilot project will raise awareness of the impact of domestic and family violence and support the understanding of how to respond to students who have experienced trauma and adversity. This is an innovative and evidence based project designed to improve the long term outcomes for students, and is a proactive program that will respond to the requests from the community for education to take an active role in the prevention and early intervention in the lives of children and young people who may have been exposed to domestic and family violence. The pilot program is based on the existing Trauma package developed by the Directorate’s School Counselling Service that has been used successfully in ACT public schools to support school staff. The original training package topics included:

• Understanding the Impact of Trauma on the Developing Brain

• Responding to Students who have Experienced Trauma• Professional Self Care• Problem Solving with Students who have Emotional

Difficulties• Problematic Sexualised Behaviours in Primary School

Students

STORM Training:STORM training provides evidence based, skills based strategies for school psychologists and school wellbeing staff to identify and respond to the needs of students who are at risk of suicide or self harm. School psychology and wellbeing staff are also trained in postvention to address the needs of the school community following incidents of suicide or self harm in a school community.

Social and Emotional Learning (SEL)Network Student Engagement Teams staff provide a variety of professional learning to school based staff on the development and implementation of SEL programs and strategies that respond to the needs of school communities.

89. The Committee recommends that the ACT Government set out a timeline for the completion of the Belconnen High School Master Plan.

Agreed The Master Plan was completed and received in September 2014, presenting three options.


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90. The Committee recommends that the ACT Government undertake analysis of the projected need for schools infrastructure to meet increasing demand in West Belconnen and set out a timeline for the delivery of government infrastructure by March 2015.

Agreed in Principle

The Education and Training Directorate undertakes analysis of projected need for public schooling as part of its ongoing planning processes. This planning will continue to analyse the need for schooling in West Belconnen.

The timing of advice to Government, however, is dependent on input from estate developers, including private developers (in the case of Riverview) and the Land Development Agency.

Decisions on the delivery of new Government infrastructure in West Belconnen will be part of future budget considerations.

91. The Committee recommends that the ACT Government collect, maintain and report annually on ACT school students’ health and fitness.

Noted The ACT Government continues to have a range of mechanisms through which it collects health data of ACT school students.

ACT school student’s health and fitness status is reported biennially in the Chief Health Officer’s report. Annual statistics are available.

The Education and Training Directorate is working in partnership across ACT Government agencies to develop and implement programs that enhance children’s health and fitness. A range of programs are being delivered by schools under the ACT Government Healthy Weight Initiative that promote and support healthy lifestyles, these programs include Kids at Play, Ride or Walk to School, Fresh Tastes and It’s Your Move.

93. The Committee recommends that the ACT Government increase annually the variable funding component of educating students with a disability at a rate equivalent to, or greater than, the Consumer Price Index.

Noted The ACT Government is committed to needs based funding consistent with the National Education Reform Agreement.

For further information contact: Director Governance and Assurance (02) 6205 9328.


B.4 RISK MANAGEMENT

The Directorate’s risk management framework is based on the Australian and New Zealand Standard ISO 31000:2009 Risk Management – principles and guidelines.

Risks are identified and mitigated through the Directorate’s internal governance control structure, which includes:

• Risk Management Framework; • Strategic Risk Profile; • School Compliance Reporting; • Fraud & Corruption, Prevention & Response Plan

2013-2015; • Internal Audit Program; • Detailed financial policies and controls, such as

the Director-General’s Financial Instructions and the School Management Manual;

• Detailed financial operating procedures and practices; and

• Risk identification and analysis by executive directors, directors and managers.

The Directorate’s risk management functions are managed by the Chief Internal Auditor and the Director, Governance and Assurance branch.

The Directorate’s Senior Executive and the Audit Committee receive regular risk management reports, providing an overview of significant risks, mitigation strategies, responsibilities and an oversight on the implementation of audit recommendations.

The Senior Executive and the Audit Committee assist with the allocation of resources and timeframes to ensure appropriate mitigation and monitoring strategies are implemented.

Monitoring and reporting on risk management occurs through:

• Regular monitoring of outcomes by the executive;

• Reporting to the Audit Committee; • Reporting to the Senior Executive Team; and • Implementation of internal and external audit

recommendations.

The Directorate manages financial risks through a well-defined financial management framework that includes:

• Clearly established ownership of internal budgets;

• Monthly variance reporting by senior management;

• Quarterly strategic review of financial performance and corrective actions as required by the executive;

• Regularly updated financial procedures and practices documents; and

• Provision of training to office and school-based staff.



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Cultural Competency Strategic Learning Day

In February 2015 renowned educator, author and speaker, Grant Sarra hosted a seminar To Understand Our Present We Must Understand Our Past as part of the Cultural Competency Strategic Learning Day. All Corporate Executive members and Senior Managers from across the Education and Training Directorate attended the day.

The seminar provided context to the issue of engaging with the ACT and Regional Aboriginal and Torres Strait Islander communities, and later included a panel discussion with Aboriginal and Torres Strait Islander staff and community leaders.

Following the Cultural Competency Strategic Learning Day, a framework of change was developed based on the feedback of Corporate Executive and the themes that emerged throughout the day. The Framework for Change comprised structures to include personal leadership commitments, Branch responses and Directorate responses.

In particular, the Framework for Change included a commitment to develop and acknowledge authentic cultural practices, maintain authentic relationships with Aboriginal and Torres Strait Islander peoples and to consult with Aboriginal and Torres Strait Islander peoples for review and input into Directorate policies and publications.

Grant Sarra hosting the leadership seminar “To Understand Our Future We Must Understand Our Past” in February 2015.

Corporate Executive members and Senior Managers from across the Education and Training Directorate attended the day.


B.5 INTERNAL AUDIT

The Directorate’s internal audit functions are managed by the Chief Internal Auditor and Director, Governance and Assurance Branch and by the Audit and Assurance Section. The Branch engages external auditors to conduct some audits. Providers are sourced from a panel of external audit service providers.

Internal audits tabled in 2014-15 included:

• International students; • Pre-implementation review of AVATARS; and • Swimming carnival risk management review.

Internal audits in progress in 2014-15 include:

• Financial management framework for schools; • Legislative obligations; and • Erindale Active Leisure Centre.

Two financial acquittals were conducted in 2014-15.

The Directorate’s Audit Committee Charter reflects the Australian National Audit Office and the ACT Treasury best practice guides for Audit Committees. The Committee’s internal audit responsibilities are to:

• oversight the internal audit function and ensure its effectiveness in accordance with ACT Government standards;

• periodic review of the internal audit charter to ensure appropriate authority, access and reporting arrangements are in place;

• ensure internal audit or other review function activity is coordinated; • review internal audit reports and providing advice to the Director-General on significant issues identified

and actions to be taken; and • monitor management’s responses to findings and the extent to which recommendations are implemented.


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The Audit Committee met six times during 2014-15. The Committee membership and attendance are displayed in Table B.5.1.

Table B.5.1: Audit Committee membership and meetings in 2014-15

Members Title Meetings attended

Ms Carol Lilley Chairperson (external) 6

Ms Diane Fielding External member 5

Ms Leanne Cover Internal member1 3

Ms Joanne Garrisson Internal member 5

Mr Stephen Gniel Internal member2 3

Source: Chief Internal Auditor, Audit and Assurance1 Ms Leanne Cover resigned from the Committee in February 20152 Mr Stephen Gniel was appointed to the Committee in February 2015



B.6 FRAUD PREVENTION

The Fraud and Corruption, Prevention and Response Plan 2013-15 (the Plan), Director-General’s Instruction (Integrity and Reporting) and the School Management Manual (Fraud Control and Auditing) describe the fraud and corruption control processes for undertaking risk assessments, delivering education and awareness programs, and recording and reporting fraud. The processes establish a robust approach to fraud and corruption minimisation and prevention and, ultimately, the promotion of voluntary compliance. Staff can access the Plan on the Directorate’s intranet site.

A scheduled review of the Fraud and Corruption, Prevention and Response Plan and Integrity Risk Assessment and Action Plan are currently underway. As part of the review a Directorate wide fraud and corruption control survey was undertaken in November 2014 to raise awareness of policies and procedures for the prevention and response to fraud and corruption.

Risks identified in the Plan and mitigation strategies are reported to the Director-General and the Audit Committee. This ensures that the potential for fraud or corruption is mitigated with appropriate controls.

The Director of the Governance and Assurance branch is the Directorate’s Senior Executive Responsible for Business Integrity Risk. The Director reports to the Director-General on matters of fraud and integrity and also reports to the Audit Committee. Formal reports are provided to the Committee twice a year.

The Internal Audit Program for 2014-15 included the following audits of integrity risks designed to ensure that identified controls are working effectively and efficiently:

• Financial Management Framework; and • Legislative Obligations.

The Directorate’s fraud and corruption prevention strategy is presented to all probationary teachers. The ethics training raises awareness of fraud and is included in induction training sessions. Staff can access the Plan on the Directorate’s internet and intranet sites. Principals are required to affirm that they have held training sessions with staff by the end of term two each year.

The Directorate, in conjunction with the Australian Education Union, has developed the Teachers’ Code of Professional Practice, which incorporates guidelines and case studies of a wide range of issues related to teacher conduct and principles of ethical public service. A copy is provided to all new teachers, including casual teachers, upon commencement and new teachers are also required to undertake an online learning program on the Teachers’ Code of Professional Practice as part of their induction program. Copies are provided to schools on request and are available on the Directorate’s website.

There was one reported incident of fraud in the 2014-15 financial year. Following an investigation it was found that fraud had not occurred.



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Calwell High School featured at launch of Australian Dance Week

Calwell High School was invited by Ausdance ACT to attend Canberra’s Biggest Dance Jam for the launch of Australian Dance Week. The event’s media launch included an opening speech by the Minister for Education and Training Joy Burch MLA, with two senior Calwell High School dance students giving the International Dance Day official message.

The invitation to Calwell High School arose out the school’s reputation for excellence in dance from their many years’ successful competition in the ACT Rock Eisteddfod.

Calwell High School has the largest dance program in the ACT with seven classes offered from years 7 to 10 including separate boys and girls junior classes, senior ensemble classes and a specialist choreography class. These classes cater for approximately 120 to 150 dance students.

Photo: Lorna Sim, courtesy of Ausdance ACT


B.7 WORK HEALTH AND SAFETY

The Directorate is dedicated to improving workplace health and safety across schools and central office. Key actions for the reporting period included:

• completion of all recommendations from the PricewaterhouseCoopers Work Health and Safety (WHS) Audit:

- development and implementation of the WHS Risk Register for all schools and central office. The WHS Risk Register is a tool for executive, principals, managers and supervisors to manage key hazards/risks and implement appropriate controls;

- development and publication of the WHS Manual, a suite of policy, procedure and Standard Operating Procedures (SOPs);

- completion of the Mandatory WHS Training Program for key cohorts (Business Managers, Building Services Officers, Health and Safety Representatives, First Aid Officers) and development and maintenance of a database to keep complete records of WHS induction and ongoing training completion/attendance;

- documentation of the Directorate WHS governance and reporting structure for relevant stakeholders;

- documentation of key details in relation to ‘notifiable incidents’ in a register of accidents and incidents to track the timely reporting of ‘notifiable incidents’ to WorkSafe ACT; and

- reconciling of ‘notifiable incidents’ recorded in the Directorate’s register against records held by the Chief Minister Treasury and Economic Development Directorate (CMTEDD) as an additional control measure.

Additional actions included:

• implementation of Work Injury Reporting (Riskman) online accident and incident reporting system for staff and third parties;

• maintenance of records for completion of WHS online training modules for induction;

• Principal information sessions to build capacity of principals in managing their obligations under the Work Health and Safety Act 2011 (WHS Act 2011);

• ongoing injury prevention programs for the three highest mechanisms of injury: Slips, Trips and Falls; Being Hit By Moving Objects and Body Stressing. The Directorate continues to support the holistic, ‘one service’ approach to improving the health and return to work outcomes of ACTPS injured workers outlined in the ACTPS Workers’ Compensation and Work Safety Improvement Plan (ACTPS Plan); and

• continued implementation of the Directorate Injury Management Toolkit to assist Principals and Managers to understand roles and responsibilities of the return to work process and the principles of reasonable adjustment.


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FETYINVESTIGATIONS

The ACT Education and Training Directorate (the Directorate) was issued with three Improvement Notices on 11 June 2015 from the ACT Workplace Health and Safety Regulator, Worksafe ACT. This was in relation to a single incident at a school involving static/electric shock.

Heath Safety and Wellbeing (HSW), People and Performance reviewed policy and procedures in reporting static/electric shock in response to the notices.

In the reporting period 31 notifiable incidents were reported to Worksafe ACT and followed up by the HSW section. These related to staff and students incidents with asbestos, electricity and/or events requiring administration to hospital.

A total of 680 staff accident/incident reports were received during the 2014-2015 reporting period. This figure is a 31 percent decrease from the previous year’s figure of 991.

The HSW section investigated 75 incidents reported via accident and incident reporting and/or requests to visit schools to assess WHS issues and provide advice.

CMTEDD provided support to the Directorate with the follow up of two WHS environmental issues and with the Work Injury Reporting System (Riskman) rollout.

The Directorate received 1,491 student accident and incident reports and 21 third party accident and incident reports for the 2014-2015 reporting period.

Worker consultation arrangements and Health and Safety Representatives

As required under the Work Health and Safety Act 2011 the Directorate consulted with employees regarding Worker’s Consultation Units (WCU). A WCU is the group of workers with whom the consultation arrangements will be agreed and to whom they will be applied. The WCU may include all workers, or the workers may be arranged into multiple units. WCUs include all ACT Government primary schools, preschools, early childhood schools, high schools, colleges, and central office locations. A total of 92 WCUs were formed during the 2014-2015 reporting period.

The Directorate had 94 Health and Safety Representatives (HSRs) and 45 Deputy HSRs undertaking responsibilities during the 2014-2015 reporting period. The primary role and function of the HSR is to represent workers within their work group in relation to health and safety matters.

To support the HSRs, quarterly network meetings were conducted to ensure up-to-date health and safety information is disseminated throughout the Directorate.


INJURY PREVENTION AND MANAGEMENT

Injury Prevention and Management Policy Committee

The Injury Prevention and Management Policy Committee is the key consultative committee for the Directorate’s workplace health and safety matters. The Committee has had oversight of the development of new and existing health and safety initiatives such as:

• review of the online WHS Manual; • participation in the CMTEDD Health and Safety

Manual Handling project; • implementation of Riskman, a new Accident/

Incident reporting system for whole of Government; and

• Injury Prevention and Management Policy Committee.

Injury prevention and management programs

In 2014-15, a range of programs were implemented to ensure the safety and welfare of staff including:

• ongoing implementation of the Directorate’s Health, Safety and Wellbeing Strategic Plan 2013–2015 in line with the WHS Act 2011 and the targets outlined in the Australian Work Health and Safety Strategy 2012–22;

• continuing to address the timeliness associated with reporting and appropriate referrals to Chief Minister, Treasury and Economic Development Directorate (CMTEDD) Injury Management;

• delivery of the Influenza vaccination program to 2355 permanent and contract employees. Hepatitis A/B vaccinations to targeted employee groups including Building Services Officers, First Aid Officers, Early Childhood Educators and Learning Support Assistants;

• delivery of workstations assessments to assist with ergonomic set-up to 42 employees during 2014-15. This includes development of workstation safety mouse mat with ergonomic

set up delivered to office based staff within the Directorate;

• development of WHS Risk Register for all schools and central office. The WHS Risk Register is a tool for executive, principals, managers and supervisors to manage key hazards/risks and implement appropriate controls for site specific Directorate workplaces. Information sessions for principals supported the roll out of school based risk registers;

• mandatory training conducted during 2014 - 2015 included Respectful Workplaces, Asbestos Awareness, Confined Space, Work Safely at Heights, Safe Handling of Sharps and Infectious Waste, General Manual Handling and Chemical Awareness. Training groups targeted were BSOs, Business Managers (BMs), HSRs and First Aid Officers as a control measure to assist in the reduction of Directorate risks. A Mandatory Training Plan was developed in collaboration with School Leadership and Health Safety and Wellbeing and implemented during the reporting period;

• CMTEDD conducted two seminars in Managing Psychological Illness in the Workplace for Principals and Deputy Principals; and

• continuation of the Employee Assistance Program which is an independent, confidential, short term, solutions-focused counseling service for staff and their immediate families. The service offers counseling for both work and non- work related matters. The average utilization rate during 2014-2015 was 5.77 percent (based on 6,117 headcount) compared to 6.21 percent in 2013-2014 reporting period.


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FETYPerformance against the Australian Work Health and Safety Strategy 2012-2022 targets

Target 1 - A reduction of at least 30 per cent in the incidence rate of claims resulting in one or more weeks off work

Throughout the reporting period there has been a 54 percent reduction in the number of claims requiring one or more weeks off work. The Directorate target in 2014-15 of 15.15 claims per 1,000 employees has been exceeded as demonstrated by the lower claim rate of 6.29 claims per 1,000 employees (Table B7.1).

This has been achieved through early intervention and ongoing risk assessment of all accident or incident reporting and the provision of specialist advice to prevent reoccurrence and further injury. Examples include:

• modifications to the work environment to facilitate a safe and robust return to work process; • workplace assessment and advice; • workstation assessments and increased awareness of self set up; • ergonomic assessments; and • regular contact from Executives (principals), managers and supervisors to keep the absent worker

engaged.

Table B7.1: A reduction of at least 30 per cent in the incidence rate of claims resulting in one or more weeks off work

Financial year

# new 5 day claims

Rate per 1000

employees

Agency Target

ACTPS # new 5 day

claims

Rate per 1000

employees

ACTPS Target

2012 - 13 77 16.08 16.15 369 18.07 16.64

2013 - 14 68 14.35 15.65 322 15.29 16.13

2014 – 15 31 6.29 15.15 226 10.65 15.61

2015 – 16 14.65 15.10

2016 – 17 14.15 14.59

2017 – 18 13.65 14.07

2018 – 19 13.15 13.56

2019 – 20 12.65 13.04

2020 – 21 12.15 12.53

2021 - 22 11.65 12.01

Source: Chief Minister, Treasury and Economic Development Directorate

Note:a. Dates are based on those claims received by Comcare in each financial yearb. Past years’ claim numbers may differ from results published in previous annual reports due to maturation of claims datac. The report includes accepted claims which result in one or more weeks off workd. Data includes claims up to 30 June 2015.


Target 2 - A reduction of at least 30 percent in the incidence rate of claims for musculoskeletal disorders resulting in one or more weeks off work

The early intervention focus adopted by the Directorate has resulted in a significant reduction in musculoskeletal disorders of 68 percent since the previous reporting period. The Directorate target in 2014-2015 of 8.70 claims per 1,000 employees has been exceeded as demonstrated by the lower claim rate of 2.44 claims per 1,000 employees (Table B7.2).

The ACTPS Manual Handling Program provides support for teachers and workers responsible for special needs students through:

• provision of support and advice to Directorate Health, Safety and Wellbeing Team regarding Manual Handling;

• delivery of training to specialist schools and improvement in safe work practices. The emphasis of this training has been on body stressing reduction, using lifting equipment and performing student transfers; and

• review and advice on equipment/procedures/training and an increased assessment of the work environment.

Table B7.2: A reduction of at least 30 per cent in the incidence rate of claims for musculoskeletal disorders resulting in one or more weeks off work

Financial year

# new 5 day MSD claims

Rate per 1000

employeesAgency Target

ACTPS # new 5 day

MSD claims

Rate per 1000

employeesACTPS Target

2012 - 13 42 8.77 9.28 238 11.66 11.12

2013 - 14 38 8.02 8.99 210 9.97 10.77

2014 – 15 12 2.44 8.70 142 6.69 10.43

2015 – 16 8.42 10.09

2016 – 17 8.13 9.74

2017 – 18 7.84 9.40

2018 – 19 7.56 9.06

2019 – 20 7.27 8.71

2020 – 21 6.98 8.37

Source: Chief Minister, Treasury and Economic Development Directorate

Note:a. Dates are based on those claims received by Comcare in each financial yearb. Past years’ claim numbers may differ from results published in previous annual reports due to maturation of claims datac. The report includes accepted claims which result in one or more weeks off workd. Data includes claims up to 30 June 2015.


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FETYFor further information contact:

Director People and Performance (02) 6205 9203


B.8 HUMAN RESOURCES MANAGEMENT

LEARNING AND DEVELOPMENTStudents in ACT public schools are taught by great teachers so they can learn, thrive and are equipped with the skills to lead fulfilling productive and responsible lives.

The Australian Charter for the Professional Learning for Teachers and School Leaders (The Charter):

• affirms the importance of learning in improving the professional knowledge, practice and engagement of all teachers and school leaders to achieve improvement in student outcomes;

• articulates the expectation that all teachers and school leaders actively engage in professional learning throughout their career; and

• describes the characteristics of a high quality professional learning culture and of effective professional learning, to assist teachers, school leaders and those who support them to get the most from their professional learning.

The Directorate promotes a culture where teachers and school leaders expect and are expected to be active in professional learning. Quality professional learning activities are offered ensuring they:

• are of significant intellectual or professional content and must deal primarily with matters related to the practice and content of teaching;

• address a teacher’s identified professional development and career stage requirements;

• specifically address individual, team, school, system or other priorities; and

• assist teachers to respond to student learning needs.

INDUCTIONInduction is the first phase in a continuum of ongoing professional learning, and is premised on the belief that well designed and targeted induction activities have a significant impact on building the capacity of teachers and education support and administrative staff. School based induction should occur in a timely manner and anchor new staff in the Directorate’s strategic vision and individual school practices.

The first phase of induction is the Director-General New Staff Welcome, designed to anchor new staff in the strategic direction of the Directorate and provide an opportunity to set expectations for the forthcoming school year. The key note address from the Director-General and supporting presentation from a beginning teacher emphasises powerful messages associated with being welcomed, being supported and being challenged to excel.

The second phase of induction is about supporting schools to lay solid foundations. The Directorate has built on the quality resources developed by the Australian Institute of Teaching and School Leadership (AITSL) and has published supporting materials such as the New Educator Support Guidelines which are available on line to support schools. This phase also incorporates the Introduction to the Profession forum, which includes formal presentations from the Teacher Quality Institute (TQI), the Australian Education Union (AEU), Community and Public Sector Union (CPSU) and United Voice Union. A panel of educators share a high expectations, high performance message with the audience. Staff also have the opportunity to hear directly from key service providers about the role they perform in supporting the teaching profession and build their professional networks.


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Phase three acknowledges the ongoing and sustained nature of understanding the work and the school. It is guided by identified individual professional learning needs. New Educator support programs are developed and enacted within this stage, as are professional pathways plans and performance development plans that target support and learning needs. The school-based professional learning is expected to be of the highest quality, in accordance with the ACT Teacher Quality Institute Act 2010 and associated Regulations, Directions and procedures, which can be accessed at www.tqi.act.edu.au.

Two hundred and twenty three teaching staff and one hundred and fifty seven support staff were inducted into the Directorate at the beginning of the 2015 school year. As part of their induction process, new staff also completed four online mandatory training modules:

• Health and Safety; • RED Framework; • Teachers’ Code of Professional Practice; and • Mandatory Reporting.

To ensure compliance with mandatory training, the Directorate takes the following actions:

• quarterly workforce profile reports are provided to School Network Leaders outlining compliance by individual schools; and

• reports are provided to principals at the end of each school term providing details on module completion rates.

CULTURAL INTEGRITYIn July 2014 Education and Training Directorate Corporate Executive members were involved in a strategic discussion relating to reconciliation and cultural awareness. Corporate Executive members reflected on their level of cultural awareness and their professional contribution to Aboriginal and Torres Strait Islander people’s inclusion in employment, educational outcomes and community engagement at the local level across the ACT region.

All Corporate Executive and at least one Senior

Manager from their area attended a Cultural Competency Strategic Day in February 2015. The key themes that arose from this were:

• the need to develop and acknowledge authentic cultural practices;

• Directorate processes in relation to developing documents underpinned by genuine Aboriginal and Torres Strait Islander consultation, review and input;

• the need to develop, sustain and maintain authentic relationships with Aboriginal and Torres Strait Islander peoples both internally and externally; and

• the need to document where artefacts and artworks throughout the Directorate are displayed and maintained and supporting schools to acknowledge connection to local sites of significance in their school or local area, in collaboration with the Ngunnawal community.

A framework for change has been structured to include personal leadership commitments, Branch responses and Directorate responses.

PROFESSIONAL LEARNINGTeachers continue their professional learning and accreditation through their careers by accessing a range of professional learning opportunities.

In the 2014-15 financial year the Professional Learning and Events Calendar had 224 events for professional learning and training with a total enrolment of 7,225. These events do not constitute all the professional learning available to staff as there are many instances of school based professional development.


KEY PROFESSIONAL LEARNING OPPORTUNITIES • Funding for professional learning is available

through school based funding, centrally held funding and the Teacher Professional Learning Fund (TPLF) and the Principal Professional Learning Fund (PPLF). In 2014, $924,000 was allocated to teachers through the TPLF and $89,200 to principals through the PPLF.

• The ACT Teacher Scholarship Program continued to support learning as well as supporting the Directorate’s strategic priority related to Inspirational Teaching and Leadership: through building the capacities of our teachers and leaders-by design, not by chance. In the 2014-15 financial year, 51 scholarships were awarded, amounting to $244,350.

• The Aspiring Leaders Program aims to enhance the knowledge, skills, and attributes of aspiring leaders to support school and system improvement and enhance student learning outcomes. The program utilises three underpinning principles: research in schools, qualification/accreditation and personalised learning. The program aligns with the Australian Professional Standards for Principals and supports the actions within the Directorate’s Action Plan for building leadership capacity. In 2014, 41 permanent staff commenced the program. The total expenditure of the Aspiring Leaders Program for 2014-15 was $214,878.

• School Leadership Forums are held once a term and provide an opportunity for school leaders to contribute to the strategic agenda of the Directorate. Guest presenters for forums in 2014-15 have included: Professor Stephen Lamb who discussed the implications of a new school funding model; Maxine McKew highlighted success stories of schools detailed in her book Class Act and Trevor Fletcher, current principal of Eastern Fleurieu School, South Australia and member of the Teacher Education Ministerial Advisory Group (TEMAG) who shared his experiences and school improvement journey.

A number of other professional learning events have been conducted by the Directorate and are reported within other areas of the annual report.

SCHOOL SUPPORT STAFF PROFESSIONAL LEARNINGThe Building Services Officer Network meetings, the Learning Support Assistant Network and professional learning group meetings provided a number of opportunities for professional learning for School Support Staff. Training was provided for Business Managers related to school budgeting.

In 2014 and 2015, 18 Business Managers from Canberra Public Schools were sponsored to complete the Education, Business Leadership, Finance and Resource Management Program at Deakin University.

The Directorate supported the annual Non-Teaching Staff Conference. The Conference was a professional learning opportunity for Business Managers and Aspiring Business Managers, School Support Staff and Building Service Officers. Training was provided in Human Resource Management, Facilities Management and Workplace Health and Safety.

In 2014 all Business Managers and Building Support Officers were trained in Asbestos Awareness and completed other training related to Workplace Health and Safety as required.

ATTRACTION AND RETENTIONThe Directorate has a deliberate, multifaceted strategy to attract and retain excellent teachers. These strategies include:

• supporting early career teachers to build their skills and practices by reducing face to face teaching in the first year for coaching and mentoring;

• salary progression is based on teachers meeting expectations of performance and professional responsibilities at three career stages;


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• accelerated incremental progression for outstanding classroom teachers; • school based recruitment of teachers at the local level by identifying outstanding teachers and offering

permanency or recruiting through school based selection procedures; • recognising and rewarding staff who achieve high standards of excellence, and • early offers to graduates.

ABORIGINAL AND TORRES STRAIT ISLANDER EDUCATION ACTION PLAN 2014-2017The Directorate’s Aboriginal and Torres Strait Islander Education Action Plan 2014-2017 outlines the Directorate’s plan for achieving the goals in the ACTPS Aboriginal and Torres Strait Islander Employment Strategy 2011-2015. The Action Plan articulates 35 initiatives relating to attraction; retention; capacity building and cultural competency.

The Action Plan aims to empower:

• non-Indigenous employees through creating opportunities to build cultural integrity and providing cultural supervision to managers and principals;

• Aboriginal and Torres Strait Islander employees through the ongoing support for the Directorate’s Aboriginal and Torres Strait Islander Staff Network, including the provision of consultation and mentoring and career development opportunities; and

• future employees through building pathways for potential employment and career development.

ATTRACTION RETENTION INCENTIVESAttraction and Retention Incentives (ARIns) are made in accordance with the provision of the relevant enterprise agreement. ARIns are part of the Directorate’s attraction and retention strategy, enabling the Directorate to deliver on strategic goals through the attraction and retention of officers with specialist skills and qualifications.

Tables B8.1 and B8.2 provide data on ARIns and classifications and remuneration of officers.

Table B8.1: Attraction Retention Incentives

DESCRIPTION TOTAL

Number of ARIns at 30 June 2015 3

Number of ARIns transferred from Special Employment Arrangements (SEAs) in the period 0

Number of ARIns entered into during period 1

Number of ARIns terminated during period 2

The number of ARIns providing for privately plated vehicles as at 30 June 2014 0

Table B8.2: Classifications and Remuneration of officers on Attraction Retention Incentives

Classification Range Remuneration as at 30 June 2015

Individual and Group SEAs Senior Officer C - Senior Officer A $121815-$144112


WORKFORCE PROFILEThe number of staff employed in the Directorate increased from 6,170 at 18 June 2014 to 6,189 at 17 June 2015. The majority of these staff are employed in schools to meet the increase in student enrolment.

The ratio of female to male staff (3.4:1) remained consistent for the last four financial years. The average length of service increased slightly from 8.8 years during 2013-14 to 9.0 years during 2014-15. The average age of the workforce is 44 years old.

The Directorate currently employs 72 Aboriginal and Torres Strait Islander staff members, representing 1.2 percent of the Directorate’s total headcount. In the 2013-14 financial year the

Directorate employed 64 Aboriginal and Torres Strait Islander staff members, representing 1.0 percent of the Directorate workforce. This is still under the ACTPS and Directorate’s target of 2 percent. The Aboriginal and Torres Strait Islander employment strategy will assist the Directorate meet its target of 2 percent.

The information presented in this section is for paid headcount and Full-Time Equivalent (FTE) staff as at 17 June 2015, and as provided by Shared Services.

The statistics exclude staff not paid by the ACT Public Service and people on leave without pay. Staff members who separated from the ACT Public Service prior to 17 June 2015 but received a payment have been included.

Table B8.3: FTE and headcount by gender

Female Male Total

Full Time Equivalent 3,911 1,249 5,160.1

Headcount 4,787 1,402 6,189

Percentage of workforce (based on headcount) 77.3 22.7 100.0

Table B8.4: Headcount by classification and gender

Classification groups Female Male Total

Administrative Officers 1,347 182 1,529

Executive Officers 11 7 18

General Service Officers & Equivalent 4 119 123

Health Professional Officers 4 0 4

Information Technology Officers 4 25 29

Professional Officers 44 7 51

School Leaders 556 215 771

Senior Officers 105 45 150

Teacher 2,712 802 3,514

Total 4,787 1,402 6,189


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Table B8.5: Headcount by employment category and gender

Employment category Female Male Total

Casual 621 205 826

Permanent Full-time 2,218 904 3,122

Permanent Part-time 1,397 121 1,518

Temporary Full-time 304 115 419

Temporary Part-time 247 57 304

Total 4,787 1,402 6,189

Table B8.6: FTE and headcount by Division/Branch

Division/Branch FTE Headcount

Director-General 2.0 2

Deputy Director-General 87.9 92

Office for Schools 4,302.6 4,848

Casual Relief Staff 362.9 798

Education Strategy 251.5 285

Organisational Integrity 139.4 150

Teacher Quality Institute 13.8 14

Total 5,160.1 6,189

Source: Education and Training Directorate.


Table B8.7 Headcount by division/branch and employment type

Division/branch Permanent Temporary Casual Total

Director-General 1 1 0 2

Deputy Director-General 67 25 0 92

Office for Schools 4,187 646 15 4,848

Casual Relief Staff 0 0 798 798

Education Strategy 253 26 6 285

Organisational Integrity 122 23 5 150

Teacher Quality Institute 10 2 2 14

Total 4,640 723 826 6,189

Table B8.8: Headcount by age group and gender

Age Group Female Male Total

Under 25 214 73 287

25-34 1,124 363 1,487

35-44 1,217 369 1,586

45-54 1,183 271 1,454

55 and over 1,049 326 1,375

Total 4,787 1,402 6,189


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Table B8.9: Headcount by length of service, generation and gender

Length of service (years)

Pre-Baby Boomers1

Baby Boomers2

Generation X3

Generation Y4 Total

F M F M F M F M F M

0-1.99 0 0 113 60 282 61 414 146 809 267

2-3.99 2 2 98 42 241 56 338 108 679 208

4-5.99 3 1 96 40 208 57 232 78 539 176

6-7.99 4 2 136 44 228 56 182 65 550 167

8-9.99 3 2 115 34 171 36 104 34 393 106

10-11.99 10 4 245 48 234 47 93 23 582 122

12-13.99 5 2 147 31 157 50 37 7 346 90

14 plus 16 6 539 150 334 110 0 0 889 266

Notes:1. Born prior to 19462. Born from 1946 to 1964 inclusive3. Born from 1965 to 1979 inclusive4. Born from 1980 and onwards

Table B8.10: Average years of services by gender

Female Male Total

Average years of service 9.0 8.9 9.0

Table B8.11: Headcount by diversity group

Headcount Percentage of agency workforce

Aboriginal and Torres Strait Islander 72 1.2

Culturally and Linguistically Diverse 617 10.0

People with Disability 95 1.5

Note: Employees may identify with more than one of the diversity groups.


Table B8.12: Recruitment and separation rates by division/branch

Division/branch Recruitment rate (percent) Separation rate (percent)

Director-General 0.0 0.0

Deputy Director-General 15.2 11.7

Office for Schools 7.9 5.3

Casual Staff 52.0 0.0

Education Strategy 7.3 8.1

Organisational Integrity 7.3 4.0

Teacher Quality Institute 10.7 0.0

Total 8.0 5.5

Table B8.13: Recruitment and separation rates by classification group

Classification group Recruitment rate (percent) Separation rate (percent)

Administrative Officers 11.8 4.6

Disability Officers 0.0 0.0

Executive Officers 0.0 0.0

General Service Officers & Equivalent 10.6 10.6

Health Professional Officers 0.0 0.0

Information Technology Officers 11.8 11.8

Professional Officers 18.6 3.1

School Leaders 0.7 4.1

Senior Officers 5.3 5.3

Teacher 8.5 6.0

Total 8.0 5.5

For further information contact: Director People and Performance (02) 6205 9202


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Melba Copland partnership schools commemorate ANZAC

The Melba Copland partnership schools invited all students, parents and carers, friends and community members of the local school network to an ANZAC Commemorative Service on Friday April 10, 2015. Schools in the partnership included Melba Copland Secondary School, Fraser Primary School, Latham Primary School, Evatt Primary School, Mount Rogers Primary School, Charnwood-Dunlop School and Miles Franklin School. The service was a culmination of learning journey units, field trips and community service involving the seven schools, two campuses and the active participation of Belconnen RSL. The Commonwealth Department of Veterans’ Affairs, and the Humanities Faculty of Melba Copland Secondary School provided interactive activities after the service, together with morning tea for all present.

Educational learning outcomes around increased understanding of ANZAC Day were clearly met, as students responded to the project with critical thinking and research across a range of primary and secondary sources.

The commemorative service was the third Network Community ANZAC Service coordinated by Melba Copland Secondary School and follows their recognition as national winner and ACT winner in the 2014 Anzac Day Schools’ Awards.

Melba Copland Secondary School students and staff photographed on their field trip to Parliament House, with Veterans (seated, front row), and Senator the Hon. Michael Ronaldson (back row, third from right), Minister for Veterans’ Affairs and Minister Assisting the Prime Minister for the Centenary of ANZAC.


The ACT Government is committed to reducing energy and water consumption and improving the thermal comfort of student learning and teaching spaces. The Directorate’s strategic priorities for ecologically sustainable development, outlined in the Resource Management Plan, align with the ACT Government’s commitments to waste minimisation, water efficiency, transport efficiency, energy efficiency and greenhouse gas (GHG) reductions. The Directorate’s priorities are informed by the strategic pathway outlined in AP2: A new climate change strategy and action plan for the Australian Capital Territory and the Carbon Neutral ACT Government Framework. The Directorate continues to pursue initiatives aimed at delivering the ACT Government’s aspirational target for all ACT public schools to be carbon neutral by 2017.

SCHOOL-BASED SUSTAINABILITYInformation on operational consumption of resources for 2013-14 and 2014-15 for all public schools is summarised in Table B 9.1.

Table B 9.1: School-based sustainable development performance 2013-14 and 2014-15

Indicator as at 30 June Unit 2013-14a 2014-15 Percentage change

Agency staff and area

Occupancy – students and staffb FTE 44,517 45,798 2.88

Area school spacec Area (m2) 594,215 599,620 0.91

Stationary energy usage

Electricity use Kilowatt hours 26,069,569 24,963,621 -4.24

Renewable electricity used Kilowatt hours n/a n/a n/a

Natural gas use Megajoules 120,393,320 132,423,468 9.99

Water usage

Water use Kilolitres 358,694 337,471e -5.92

Greenhouse gas emissions

Emissions from stationary energy use Tonnes CO2-e 35,354 28,513f -19.35

Emissions from transport Tonnes CO2-e n/a n/a n/a

Total emissions Tonnes CO2-e 35,354 28,513 -19.35

Source: Enterprise Sustainability Platform (as at 25 August 2015)/ Strategic Finance Branch

B.9 ECOLOGICALLY SUSTAINABLE DEVELOPMENT


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a. The Enterprise Sustainability Platform was used to provide historical data for the previous FY column (2013-14) in this Annual Report. This will account for data different to that originally published in the 2013-14 report, as more complete data is now available.

b. Student figures from February census of students. Preschool students taken as 0.5 FTE. Staff in schools figures based on 2015-16 Budget Paper No. 3. The 2013-14 FTE figure has been restated for comparative purposes to reflect improved FTE data collection.

c. 2014-15 area school space figure is based on a different database to that used in 2013-14. The 2013-14 figure has been restated for comparative purposes.

d. ACT Property Group purchased 7,700 MWh (Mega Watt hours) of GreenPower on behalf of the ACT Government, representing an indicative 5% of the ACT Government’s energy consumption for 2014-15.

e. As water billing is provided quarterly, the water data reported in the current FY column (2014-15) is for the 12 months from 1 May 2014 to 30 April 2015 and represents the best available data at the time of publishing.

f. Greenhouse gas emissions for electricity consumption have been calculated using an emissions factor of 0.802 kilogram (kg) CO2-e / kilowatt hour (kWh) or 0.802 tonne (t) CO2-e / megawatt hour (MWh). This lower emissions factor (Scope 2 plus Scope 3) is specific to the ACT and reflects the contribution of renewable electricity generated under the ACT’s 90% Renewable Energy Target (RET).

Energy consumption and GHG Emissions

Electricity consumption totalled 24.9 million kilowatt hours. This is a decrease of 4.24 percent. Gas consumption totalled 132 million megajoules (MJ) and is an increase of 9.99 percent from 2013-14.

Greenhouse gas (GHG) emissions for the reporting year were 28,513 tonnes of CO2-e. This is a decrease of 19.35 percent from 2013-14.

Factors influencing the increased gas consumption in 2014-15 include:

• completion of the new Canberra College Cares building during the 2014-15 year;

• inclusion of Taylor Primary School winter usage in 2014-15; and

• a milder winter season in 2013-14 compared to 2014-15, based on advice published by the Bureau of Meteorology.

A new Whole of Government contract for natural gas to small-scale sites was implemented in the 2014-15 year. As part of this contract, energy audits were conducted at ten priority sites (Lyons and Southern Cross Early Childhood Schools, Duffy and Turner Primary Schools, Malkara School, Mount Stromlo High School, Amaroo School – junior and preschool facilities, Canberra, Erindale and Gungahlin Colleges and the Hedley Beare Centre for Teaching and Learning). The audits provided recommendations for energy conservation measures for the heating, ventilation, and air-conditioning (HVAC) systems.

Water consumption

Water consumption across all public schools in 2014-15 totalled 337,471 kilolitres which was a decrease of 5.92 percent.

In addition, during the reporting period, the Directorate entered Memorandums of Understanding with the Territory and Municipal Services Directorate for the supply of non-potable water from the inner north waterway system to supply grounds irrigation at Lyneham Primary School, Lyneham High School and Dickson College. There was no consumption of non-potable water across these schools during 2014-15 as the reticulation system is still to be activated.

Waste Management

To support waste removal and recycling programs at public schools, bin enclosures were completed at three schools during the reporting year (Duffy, Majura and Wanniassa Hills Primary Schools). Bin lifters were also purchased for two schools (Majura and Macgregor Primary Schools) to mitigate workplace health and safety risks relating to the emptying of bins.

Transport

The Ride or Walk to School program is an initiative managed by the Health Directorate which aims to encourage active travel to ACT schools and reduce transport related GHG emissions. Twenty three public schools signed up to the program in the reporting year bringing the total number of


participating public schools to 42. To support the uptake of active travel to school, a learn to ride facility was constructed at Franklin Early Childhood School and a bicycle skills track at Charnwood-Dunlop Primary School.

Photovoltaic (solar panel) systems

The installation of 70kW roof mounted photovoltaic [(PV), (solar)] systems was completed in 2014-15 at Franklin Early Childhood School and Neville Bonner Primary School with a 30kW system also installed at Canberra College as part of the Canberra College Cares facility project.

The installation of a 100kW system at the new primary school in Coombs was also commenced during the reporting period. Feasibility studies to expand systems were completed at 13 school sites.

Feed-in-Tariff

Public schools receive the maximum tariff rate (45.7 cents/kWh) under the ACT Feed-in-Tariff (FiT) scheme for small-scale systems. The collective size of solar panel installations at public schools approved under this scheme was 1,200kW1. All ACT public schools generated FiT income for the entire reporting year.

In 2014-15, schools re-invested their FiT income into further environmentally sustainable initiatives such as insulating window film, window coverings, solar powered roof ventilation fans, air locks and external door replacements and shade sails. These further contributed to improving the thermal comfort of schools and reducing their energy use.

A total of 1,813 MWh of solar energy was generated in 2014-15 resulting in approximately $829,000 of income for all ACT public schools. Schools’ annual solar production results in 1,454.6 tCO2-e of avoided emissions in the national electricity grid.

1. Audit conducted in the reporting year found that Evatt Primary School has a 10kW system, not 2kW as previously reported

Pulse (smart) meters

All ACT public schools are now equipped with the technology to monitor resource usage through the installation of smart meters. These meters track electricity, gas and water usage and solar energy generation and the results are published on a public website allowing both the schools and the local community to track performance.

The web-based interface is publicly accessible at www.watergroup.com.au/actschools.

The installation and commissioning of pulse meters capturing gas usage was completed at 61 schools in the 2014-15 reporting year, bringing the total number of completed schools to 86.

Four workshops on the smart meter technology were delivered for school-based staff (business managers, teachers and building services officers). Additional workshop sessions are planned for the 2015-16 reporting year.

Carbon Neutral Schools

Stage 1 of the Carbon Neutral Schools project continued to be rolled out by the Directorate in 2014-15. Installation of LED lights were completed at Canberra High School and Arawang and Theodore Primary Schools during the reporting period.

Detailed architectural investigations completed in 2013-14 identified four schools for potential ceiling insulation upgrades. A trial was completed at North Ainslie Primary School in the 2014-15 reporting year.

Carbon Neutral Government Loan Fund

To date, 22 ACT public schools have received a total of $2,423,168 from the Carbon Neutral Government Fund for LED lamp upgrades. During the 2014-15 reporting year, works were completed at 21 schools (Aranda, Gordon, Maribyrnong, Miles Franklin, Ngunnawal, Red Hill, Turner and Wanniassa Hills Primary Schools, Calwell, Campbell, Lanyon, Lyneham and


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Melrose High Schools, University of Canberra High School Kaleen, Gold Creek School, Melba Copland Secondary School (Copland campus), and Canberra, Dickson, Erindale, Hawker and Narrabundah Colleges). These works completed this phase of the program

Design, documentation and installation of solar hot water systems funded through the Fund were completed during the reporting period at Black Mountain and Cranleigh Schools.

Water refill stations

This initiative is linked to the ACT Government’s Towards Zero Growth: Healthy Weight Action Plan. Water refill stations were installed at all remaining ACT public schools in the 2014-15 year, promoting water as the drink of choice following the phasing out of the sale of sugary drinks from all ACT public schools at the end of the 2014 school year. Each student was provided with a re-usable water bottle to encourage tap water as the drink of choice and to reduce plastic waste.

Power Factor Correction

The Directorate installed power factor correction equipment at five ACT public schools (Maribyrnong Primary School, Belconnen High School, Lake Tuggeranong and Narrabundah Colleges and University of Canberra Secondary College Lake Ginninderra) during the 2014-15 year. Repairs were made to existing equipment at three ACT public schools (Erindale College, Wanniassa School senior campus and Melba Copland Secondary School Copland campus). This equipment improves how efficiently a facility uses the electricity it draws from the electricity grid and reduces electricity operating costs.

Environmentally sustainable landscapes

In 2014-15, environmentally sustainable landscapes were completed at Lyneham High School, Telopea Park School, Narrabundah College and

Charnwood-Dunlop Primary School (dirt bike skills track planting). These environmentally sustainable landscapes are designed to increase stormwater infiltration, reduce soil erosion, improve water quality, reduce trip hazards, minimise irrigation demands, use drought tolerant plant species and increase biodiversity. This approach to school landscape design is incorporated into all new school designs as well as general landscapes, outdoor learning areas and high school frontage improvement works, as reported in Section C3.

Green Star

The application for 5 Star Green Star – Education Design v1 certification for Namadgi School was progressed during the 2014-15 reporting period. A final outcome on the application is with the Green Building Council of Australia and is expected to be received in the 2015-16 reporting period.

Canberra High School was registered for the Green Star Performance Tool (pilot) in the 2013-14 reporting year. This tool focuses on identifying and implementing best practices in the daily operation and maintenance of a facility to reduce the environmental impact of the asset. The application process was progressed during the reporting period and is expected to be completed in the 2015-16 reporting period.

ACTSmart Schools

The Directorate continues to work in close partnership with ActSmart Schools. ActSmart Schools is a school sustainability program managed by the Environment and Planning Directorate. The aim of the program is for all schools to reduce their environmental impact and embed sustainable management practices into everyday school operations.

As at 30 June 2015, a total of 40 public schools had been awarded ActSmart Schools accreditation for the sustainable management of energy, 46 for sustainable management of water, 37 for


sustainable waste management, 18 for biodiversity and schools grounds management, and three for sustainability in curriculum.

Professional development and training was provided to school-based staff, including business managers, building services officers and teachers. Workshops on improving energy efficiency, waste and recycling practices, sustainable school grounds and establishing and maintaining food gardens were delivered in 2014-15. The network for teachers working in school environmental learning centres was also maintained during the reporting year, with quarterly meetings planned.

Other initiatives

As capital works are undertaken at ACT public schools, including new facilities, building upgrades and refurbishments, opportunities are taken to improve the energy efficiency and water conservation of these spaces. This includes solar passive design, natural ventilation and thermal comfort, lighting upgrades, solar tubes and roof insulation. Details of capital works completed in 2014-15 are found in Section C3.

Office-based sustainability

Information on operational consumption of resources for the two main central office sites (Braddon and Stirling) is provided in Table B 9.2. Costs for the smaller Lyons and Maribyrnong sites are met by the schools, therefore these sites are not reported in Table B 9.2.

Energy consumption and GHG Emissions

During the reporting year, electricity consumption at the two central office sites decreased by 8.81 percent and gas consumption decreased by 12.13 percent. Greenhouse gas (GHG) emissions from stationary energy were 984 tonnes of CO2-e. This is a decrease of 28.22 percent from 2013-14.

Installation of a 176kW solar panel system at the

Hedley Beare Centre for Teaching and Learning in Stirling commenced in 2013-14 and was completed in the 2014-15 reporting year. Technical feasibility studies indicate that this system will provide 27 percent of the site’s annual energy requirement.

Water consumption

Water consumption totalled 1,379 kilolitres which is a decrease of 32.2 percent from the 2013-14 reporting period.

Waste Management

The Directorate’s Braddon and Stirling sites are accredited recyclers under the ACT SmartOffice recycling program. Commitment to the program has increased the levels of recycling and increased the accuracy of measuring waste to landfill, paper recycling, co-mingled and organic waste.

Transport

A Nissan Leaf electric vehicle was added to the Directorate’s fleet. This initiative contributes to the ACT Government’s commitment in 2013 to introduce ten electric vehicles across the ACT Government fleet. Investigations into MyWay cards and bikes have taken place and will meet the ACT Government’s commitment to reducing vehicle usage.

Resource Management Plan

Work to update the Directorate’s Resource Management Plan was progressed during the reporting period and will be completed early in the 2015-16 period.


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Table B 9.2: Office-based sustainable development performance 2013-14 and 2014-15


Agency staff and area

Agency staffb FTE 490 469 -4.29

Workplace floor area Area (m2) 7,226 7,226 nil

Stationary energy usage

Electricity use Kilowatt hours 1,101,809 1,004,731 -8.81

Renewable electricity usec Kilowatt hours n/a n/a n/a

Natural gas use Megajoules 3,161,454 2,778,046 -12.13

Transport fuel usage

Total number of vehicles Number 18 18 nil

Total kilometres travelled Kilometres 202,160 178,853 -11.53

Fuel use – Petrol Kilolitres 2.17 1.4 -35.48

Fuel use – Diesel Kilolitres 12.6 10.41 -17.38

Fuel use – Liquid Petroleum Gas (LPG) Kilolitres 0 n/a n/a

Fuel use – Compressed Natural Gas (CNG) Kilolitres 0 n/a n/a

Water usage

Water use Kilolitres 2,034 1,379d -32.2

Resource efficiency and waste

Reams of paper purchased Reams 7,725 8,534 10.47

Recycled content of paper purchased Percentage 100 100 nil

Waste to landfill Litres 216,000 156,000 -27.78

Co-mingled material recycled Litres 56,520 59,580 5.41

Paper & Cardboard recycled (incl. secure paper)

Litres 198,640 208,320 4.87

Organic material recycled Litres 1,548 1,653 6.78



Greenhouse gas emissions

Emissions from stationary energy use Tonnes CO2-e 1,371 984e -28.22

Emissions from transport Tonnes CO2-e 42.00 33.88 -19.33

Total emissions Tonnes CO2-e 1,413 1,018 -27.95

Source: Enterprise Sustainability Platform (as of 24 August 2015)/Strategic Finance Branch, Education and Training Directorate. a. The Enterprise Sustainability Platform was used to provide historical data for the previous FY column (2013-14) in this Annual Report. This will

account for data different to that originally published in the 2013-14 report, as more complete data is now available.b. Staff figure based on 2015-16 Budget Paper No. 3. The 2013-14 FTE figure has been restated for comparative purposes to reflect improved FTE

data collection.c. ACT Property Group purchased 7,700 MWh (Mega Watt hours) of GreenPower on behalf of the ACT Government, representing an indicative 5% of

the ACT Government’s energy consumption for 2014-15.d. As water billing is provided quarterly, the water data reported in the current FY column (2014-15) if for the 12 months from 1 May 2014 to 30 April

2015 and represents the best available data at the time of publishing.e. Greenhouse gas emissions for electricity consumption have been calculated using an emissions factor of 0.802 kilogram (kg) CO2-e / kilowatt

hour (kWh) or 0.802 tonne (t) CO2-e / megawatt hour (MWh). This lower emissions factor (Scope 2 plus Scope 3) is specific to the ACT and reflects the contribution of renewable electricity generated under the ACT’s 90% Renewable Energy Target (RET).

For further information contact Director Infrastructure and Capital Works (02) 6205 3173


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C.2 Financial Statements

C.3 Capital Works

C.4 Asset Management

C.5 Government Contracting

C.6 Statement of Performance

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Management discussion and analysis

General overview Objectives The Education and Training Directorate (the Directorate) works in partnership with students, parents and the community to ensure that every child in the ACT has access to the opportunity of an excellent education, irrespective of where they live, their personal circumstances or the school they attend. The Directorate works closely with parents, carers, and families as well as with government agencies, education and training providers, business and industry to position the ACT as the Education Capital: Leading the Nation.

Services of the Directorate include the provision of public school education, regulation of education and care services, registration of non-government schools and home education, and the planning and coordination of vocational education and training. The Directorate provided early intervention programs to children with developmental delay or disability until 31 December 2014. Early intervention programs transitioned to the National Disability Insurance Scheme from 1 January 2015.

High achievement for all students through connected and inclusive learning across all sectors of the education system is achieved through a focus on quality learning, inspirational teaching and leadership, high expectations and high performance, connecting with families and the community, and improvement and innovation in business systems.

Risk Management The development of the Directorate’s annual Strategic Risk Management and Audit Plan identified risks that could impact on the Directorate’s operations and objectives. The key risks provided below are medium to long-term risks that are monitored by the Directorate’s executive and senior management.

Key risks, including mitigation strategies, are identified below:

• Failure to fully utilise the Directorate’s workforce capabilities. The Directorate has mitigated this risk through training, documented policies and procedures and continued implementation of the performance management framework.

• Failure of ICT infrastructure and the digital environment to meet the operational and business needs of the Directorate. The Directorate has mitigated this risk through the oversight of strategic planning and operational performance by the ICT Working Group.

• Implementation of National Reforms including the National Disability Insurance Scheme. A whole of ACT Government governance structure has been established including a task-force on which the Directorate is represented. An internal steering committee has been established within the Directorate to operate during the pilot phase.

• Compliance with legislative obligations is a priority for the Directorate. A legislative framework has been developed which includes guidance materials, monitoring and training for all Directorate staff.


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Accounting Changes There was one significant change to Australian Accounting Standards which impacted the Directorate’s 2014-15 Financial Statements. In summary:

• The application of AASB 1055 Budgetary Reporting (AASB 1055) applies to annual reporting periods beginning on or after 1 July 2014. AASB 1055 requires the Directorate to disclose, for the reporting period:

- The original budget figures as presented to the Legislative Assembly, in a form that is consistent with the Directorate annual financial statements; and

- Explanations of major variations between actual amounts presented in the financial statements and the corresponding individual original budget amounts.

Directorate Financial Performance The Directorate has managed its operations within the 2014-15 budgeted appropriation. During the financial year, the Directorate achieved savings targets and in addition, internally managed cost pressures associated with workers’ compensation premium costs and increased enrolments.

The table below provides a summary of the financial operations based on the audited financial statements for 2013-14 and 2014-15.

Table.C1.1: Net cost of services Actual

2014-15 $m

Amended Budget1

2014-15 $m

Actual 2013-14

$m

Total expenditure 698.7 715.8 691.3

Total own source revenue2 41.7 38.2 40.7

Net cost of services 657.0 677.6 650.6 Note 1. The Amended Budget incorporates the transfer of childcare centres and associated funding to the Chief Minister Treasury and Economic Development Directorate through a Section 16 Financial Instrument under the Financial Management Act 1996.

Note 2. Relates to Total Revenue excluding Government Payment for Outputs

Net Cost of Services

The Directorate’s net cost of services for 2014-15 of $657.0 million was $20.6 million or 3.0 per cent lower than the 2014-15 amended budget. The lower than anticipated cost is primarily due to timing of course completions associated with the vocational education national partnership. This position was further reduced by lower than anticipated depreciation associated with the revaluation of the Directorate’s assets in 2013-14, and delays in the scoping work for the new schools’ ICT administration system.

The lower than anticipated net cost of services was partially offset by increased revenue from international students due to increased student numbers and higher employee benefits costs primarily due to a higher than budgeted rate used to estimate the present value of future long service leave payments.

In comparison to 2013-14, the net cost of services in 2014-15 increased by $6.4 million or 1.0 percent primarily relating to additional employee expenses associated with enterprise bargaining agreements for teaching and non-teaching staff and an increase in teacher numbers to meet enrolment growth.


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Operating Result

In 2014-15, the operating deficit for the Directorate was $66.1 million and was $3.5 million or 5.0 percent lower than the amended budget and $8.5 million or 11.4 percent lower than 2013-14.

The lower than anticipated operating deficit against the amended budget primarily relates to increased revenue from international students due to increased student numbers, and lower than anticipated depreciation resulting from the revaluation of the Directorate’s assets in 2013-14.

In comparison to 2013-14, the reduced operating deficit in 2014-15 of $8.5 million or 11.4 percent, primarily relates to higher revenue from international students associated with increased student numbers, and lower than anticipated depreciation resulting from the revaluation of the Directorate’s assets in 2013-14. The improved position against the prior year was also due to higher Commonwealth revenue through the Universal Access to Early Childhood Education National Partnership.

Total Revenue Components of Revenue The Directorate’s revenue for 2014-15 totalled $632.7 million. The main source of revenue for the Directorate is Government Payment for Outputs which provides 93% of the Directorate’s Total Revenue.

Figure C1.1:.Components of Revenue 2014-15

Source: Education and Training Directorate Financial Statements.

The Directorate’s revenue for 2014-15 was $13.6 million or 2.1 per cent lower than the amended budget. In comparison to the previous year, revenue increased by $15.9 million or 2.6%.

The lower than budgeted revenue is primarily due to later than anticipated course completions associated with the vocational education national partnership. This is partially offset by higher revenue associated with higher numbers of international students.

The increased revenue from 2013-14 is primarily due to additional funding received for increased wages associated with the enterprise agreements for teaching and non-teaching staff combined with increased funding for enrolment growth and Commonwealth grants.

GPO 93%

User Charges 3%

Other 4%


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Total Expenditure Components of Expenditure

Expenditure for the Directorate totalled $698.7 million for 2014-15. As shown in Figure C1.2, the main components of expenditure are employee expenses, including superannuation, comprising 70 per cent of total expenditure, depreciation comprising 9 per cent of total expenditure and supplies and services and other expenses each comprising 9 per cent of total expenditure.

Figure C1.2: Components of Expenditure 2014-15

Source: Education and Training Directorate Financial Statements

In 2014-15, total expenditure was $17.1 million or 2.4 per cent lower than the amended budget primarily due to later than anticipated course completions associated with the vocational education national partnership. This position was further reduced by lower than anticipated depreciation associated with the revaluation of the Directorate’s assets in 2013-14, and delays in the scoping work for the new schools ICT administration system.

The lower than anticipated expenditure was partially offset by increased costs associated with employee benefits due to a higher than budgeted rate used to estimate the present value of future long service leave payments and acceleration of repairs and maintenance works in schools.

Total expenditure was $7.4 million or 1.0 percent higher when compared to the previous year. The increase mainly represented additional costs associated with new enterprise agreements for teaching and non-teaching staff, enrolment growth, increased employee benefits and increased Commonwealth grants.

Employee Expenses (inc. Superannuation)

70%

Supplies and Services 9%

Depreciation and Amortisation

9%

Grants and Purchased Services

3%

Other Expenses 9%


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Table C1.2: Line item explanation of significant variances from the amended budget – Directorate operating statement Significant variances from the amended budget Actual

2014-15 $m

Amended Budget

2014-15 $m 1

Variance $m

Revenue

Government payment for outputs 2 591.0 608.0 (17.0)

User charges – ACT Government 0.5 0.6 (0.1)

User charges – non ACT Government 3 17.6 15.9 1.7

Interest and distributions 1.5 1.4 0.1

Resources received free of charge4 0.6 0.4 0.2

Other revenue 5 21.5 20.0 1.5

Total Revenue

632.7 646.3 (13.6)

Notes:

1. The Amended Budget incorporates the transfer of childcare centres and associated funding to the Chief Minister Treasury and Economic Development Directorate through a Section 16 Financial Instrument under the Financial Management Act 1996 on 31 January 2015.

2. Lower than anticipated Government Payments for Outputs primarily related to the later than anticipated course completions for the vocational education national partnership. The National Partnership funding was not drawn down and has been transferred to 2015-16.

3. Higher than anticipated revenue primarily related to increased international private students.

4. Higher than anticipated resources received free of charge relates to the ACT Government Solicitor’s Office for legal services.

5. Higher than anticipated revenue mainly related to schools revenue associated with hire of facilities, subject contributions and voluntary contributions.

6. Higher than anticipated employee expense primarily related to a higher than budgeted rate used to estimate the present value of future long service leave payments, and increased long service leave accruals.

Significant variances from the amended budget Actual 2014-15

$m

Amended Budget

2014-15 $m

Variance $m

Expenditure

Employee expenses 6 426.3 420.8 5.5

Superannuation expenses 62.7 62.4 0.3

Supplies and services 7 64.4 69.5 (5.1)

Depreciation 8 60.5 67.5 (7.0)

Grants and purchased services 9 21.1 31.9 (10.8)

Other 63.7 63.7 0.0

Total Expenses 698.7 715.8 (17.1)


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7. Lower than anticipated supplies and services expenditure mainly related to delays in the scoping of the new schools ICT administration system partially offset by accelerated maintenance works in schools.

8. Lower than anticipated depreciation is mainly due to the impact of the revaluation of the Directorate’s assets in 2013-14. Forward estimates have been adjusted for this impact.

9. Lower than anticipated grants and purchased services primarily related to the timing of expenditure associated with the vocational education national partnership.

Financial Position Total Assets Components of Total Assets

The Directorate held 94 percent of its assets in property, plant and equipment including capital works in progress and 4 percent related to cash and cash equivalents, receivables and other current assets.

Figure C1.3: Total Assets as at 30 June 2015


Comparison to Budget

In 2014-15, the Directorate’s assets totalled $1,907.2 million, which was $162.1 million or 7.8 percent lower than the amended budget. The decrease was primarily due to the impact of the 2013-14 asset revaluation combined with later than anticipated expenditure associated with capital works projects. The delayed expenditure on capital works projects primarily resulted from changes to expected contract payment schedules.

This was partially offset by increased cash at bank as more cash was held for the 27th payroll to be paid in 2015-16.

Cash and Cash Equivalents

4%

Receivables & Other Assets

1%

Property, Plant and Equipment

94%

Capital Works in Progress 1%


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In comparison to 2013-14, total assets decreased by $21.5 million or 1.1 percent primarily due to the impact of depreciation partially offset by the capitalisation of completed projects and increased cash held for the 27th payroll to be paid in 2015-16.

Financial Position Components of Total Liabilities

The Directorate’s liabilities comprised employee benefits, payables and other borrowings. The majority of the Directorate’s liabilities related to employee benefits (92 percent) and payables and other liabilities (8 percent).

Figure C1.4: Total liabilities as at 30 June 2015


As at 30 June 2015, the Directorate’s liabilities totalled $163.5 million. This was $18.8 million or 13.0 percent higher than the amended budget primarily due to an increase in employee benefits associated with an increase in the rate used to estimate the present value of long service leave payments.

In comparison to 2013-14, total liabilities decreased by $1.6 million or 1.1 percent primarily associated with reduced ICT payables.

Current Assets to Current Liabilities As at 30 June 2015, the Directorate’s current assets were lower than its current liabilities. The Directorate does not consider this as a liquidity risk as cash needs are funded through appropriation from the ACT Government on a cash needs basis.

It is important to note that the Directorate’s current liabilities primarily relate to employee benefits, and while the majority are classified under a legal entitlement as current, the estimated amount payable within 12 months is significantly lower and can be paid with current assets. In addition, in the event of high termination levels requiring significant payment for leave balances, the Directorate is able to meet its obligations through section 16A of the Financial Management Act 1996.

Payables 3%

Employee Benefits 92%

Other Liabilities 5%


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Table C1.3: Line item explanation of significant variances from the amended budget - Directorate balance sheet

Significant Variance from budget Actual 2014-15

$m

Amended Budget

2014-15 $m 1

Variance $m

Current assets

Cash and cash equivalents 81.6 79.8 1.8

Receivables 5.1 4.7 0.4

Investments 0.3 0.3 0.0

Other Assets2 0.9 2.1 (1.2 )

Non-current assets

Investment 1.9 1.8 0.1

Property, plant and equipment 3 1,790.3 1,942.8 (152.5)

Intangible Assets4 2.6 0.4 2.2

Capital works in progress (WIP) 5 24.5 37.3 (12.8)

Significant variance from budget Actual 2014-15

$m

Amended Budget

2014-15 $m 1

Variance $m

Current liabilities

Payables 6.3 4.1 2.2

Employee benefits 6 137.8 123.6 14.2

Other 4.8 4.2 0.6

Non-current liabilities

Employee benefits 12.0 12.7 (0.7)

Other borrowings7 2.6 0.1 2.5

Notes:

1. The Amended Budget incorporates the transfer of childcare centres and associated funding to the Chief Minister Treasury and Economic Development Directorate through a Section 16 Financial Instrument under the Financial Management Act 1996 on 31 January 2015.

2. Primarily related to lower than anticipated vocational education prepayments.

3. Lower than budgeted property, plant and equipment is primarily due to the impact of the 2013-14 revaluation of the Directorate’s land and building assets, and the transfer of capital works to 2015-16.

4. Mainly relates to capitalisation of the ACT Vocational Education and Training Administration Records System.

5. Lower due to the transfer of capital works to 2015-16, mainly associated with the Coombs P-6 School project, which remains on schedule to open in 2016.

6. Higher than anticipated employee benefits mainly associated with an increase in the discount rate used to calculate the estimates for long service leave and annual leave.

7. The higher than budgeted result is due to receipt of a loan from the Environment and Planning Directorate for sustainability projects.


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Territorial Statement of Revenue and Expenses Territorial Revenue Total income received included revenue for expenses on behalf of the Territory, primarily for the provision of grants to non-government schools.

Figure C1.5: Sources of Territorial revenue


Territorial revenue is mainly comprised of funding for non-government schools from the Commonwealth and ACT Governments. It also included ACT Government funding for the Secondary Bursary Scheme and Block Release Programs. Territorial revenue totalled $250.1 million in 2014-15, which was $15.3 million or 6.5 per cent higher than budget. The higher than anticipated revenue primarily related to the inclusion of goods and services tax on Commonwealth Government grants on passed to non-government schools. Goods and services tax on Commonwealth Government grants was not included in the budget. The inclusion of the goods and services tax component of these grants was based on the advice of an external tax consultant received on 10 August 2015.

When compared to the same period last year, total revenue increased by $12.9 million or 5.4% primarily due to higher levels of general recurrent grants for non-government schools reflecting the impact of the implementation of the Schooling Resource Standard from 2014.

Territorial Expenditure Territorial expenditure other than transfers of fees to the Territorial Banking Account comprised of grant payments to non-government schools ($250.1 million). Territorial expenditure in 2014-15 was $15.3 million or 6.5 per cent higher than budget. The higher than anticipated expenditure primarily related to the inclusion of goods and services tax on Commonwealth Government grants on passed to non-government schools. Goods and services tax on Commonwealth Government grants was not included in the budget. The inclusion of the goods and services tax component of these grants was based on the advice of an external tax consultant received on 10 August 2015.

ACT Grants 22.5%

Commonwealth Grants 77.2%

Secondary Bursary 0.3%

Block Release 0.0%


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Total expenditure increased by $12.9 million or 5.4% from the prior period mainly due to higher levels of general recurrent grants paid to non-government schools reflecting the impact of indexation and enrolment growth.

For more information contact: Chief Finance Officer Strategic Finance Telephone: (02) 6205 5338


C.2 FINANCIAL STATEMENTS


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SAustralian Apprenticeships – Good News for Aziz

Aziz M - Participant in the Australian Apprenticeships funded training initiative.

Aziz overcame many challenges to be in his current position as an apprentice bricklayer. He arrived in Australia in 2012 and enrolled at Dickson College to study for a Year 12 Certificate. Aziz promptly said to the college, “Get me a job, I will do anything!” The college referred Aziz for work experience as a bricklayer and an apprenticeship opportunity presented itself. Aziz faced a difficult choice between completing year 12 or undertaking paid employment and training. In 2014 he elected to undertake a bricklaying apprenticeship, as paid employment presented the faster route to meet his financial and family goals. Aziz plans to enrol at the Canberra Institute of Technology to study for his Year 12 Certificate at night.

The opportunity to work outdoors suited Aziz and he promptly fell in love with bricklaying. The Australian Apprenticeships system is supporting Aziz with his English whilst also ensuring there is appropriate mentoring. Being employed by a Group Training Organisation (GTO) means Aziz has the opportunity to meet many apprentices at the training facility and learn about Australian culture over the daily BBQ lunch provided by the registered training organisation.

Aziz is determined to work hard and complete his apprenticeship. Aziz is appreciative of the opportunity to undertake an apprenticeship, contribute positively to the Canberra community and work towards achieving his goals.


C.3 CAPITAL WORKS

OVERVIEWIn 2014-15, the Directorate delivered a significant capital works program, totalling $55.8 million, following on from the $64.3 million program in 2013-14 and $90.2 million program delivered in 2012-13.

Highlights for the year include the commencement of construction of the new primary school in Coombs and the opening of the new Canberra College Cares (CCCares) and Tuggeranong Introductory English Centre facilities. Modernisation works at Belconnen High School were also progressed with the demolition of a disused school building.

All major projects were either completed or were on target to be delivered by the scheduled completion date.

NEW SCHOOLS

Primary School in Coombs

Construction work on the new primary school in Coombs commenced in November 2014 and is progressing well with the school on schedule to open for the start of the 2016 school year. The school will provide the first community facilities in the Molonglo Valley. This will include community meeting rooms, a school hall with a multi-sport court and community storage areas, facilities for before and after school care and a community playing field.

The school will provide modern educational facilities including designated learning spaces for preschool to year 6 students, curriculum enrichment spaces, a multi-purpose resource centre, a canteen and outdoor learning and play areas. The project is being delivered under a Design Construct Maintain construction methodology which has allowed innovation in the design and construction stages to deliver a value for money outcome for the Territory.

SCHOOL IMPROVEMENTS

Canberra College Cares Facility

Construction of the purpose-built facility for Canberra College Cares (CCCares) on the Phillip campus of Canberra College was completed during the reporting period. The CCCares program supports pregnant and parenting students to continue their secondary school education.

The new facility includes childcare, health and counselling facilities as well as a gathering and learning space. It is integrated into the college site, allowing CCCares students to undertake mainstream learning programs at the college as well as allowing other students to access the vocational education training facilities in the CCCares building.


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Belconnen High School Modernisation – Stage 1

Construction work on the Stage 1 Belconnen High School modernisation project commenced with the demolition of a disused school building. Works to relocate the arts and music facilities at the school were also completed in the reporting period.

Designs for an outdoor learning and play space were completed with construction tenders invited during the reporting period. These works are scheduled to be completed for the start of the 2016 school year.

Concept planning for the Stage 2 modernisation works was also completed during the reporting period. This will include major refurbishments to the student learning and teaching spaces, further outdoor works and a new school administration building.

Tuggeranong Introductory English Centre

Construction work on the purpose-built Tuggeranong Introductory English Centre on the Wanniassa Hills Primary School site was completed in April 2015. This facility will provide primary school-aged students newly arrived to Australia and Canberra intensive English tuition before returning to the ‘home’ primary schools. The centre is also available for out-of-school hours use for adult English tuition.

Trade Skills Centre – Belconnen Network

The Australian Government approved a grant in January 2013 to establish the Belconnen Trade Skills Centre in the Belconnen school network. At the end of the reporting period, new facilities were close to completion at University of Canberra Secondary College Lake Ginninderra, Hawker College, Kingsford Smith School and Canberra High School. These facilities will be available to the schools during the second semester of the 2015 school year.

Planning and design work had been completed on the new facilities at a further four secondary school sites in the Belconnen network – Melba Copland Secondary School (Melba and Copland sites), University of Canberra High School Kaleen and Belconnen High School. Construction work will commence early in term 3, 2015 with works scheduled to be completed ready for the start of the 2016 school year.

Sustainable Learning Trade Training Centre – Tuggeranong Network

Final works were completed on the trade training centre facilities in the Tuggeranong school network with the completion of the metal and automotive workshops at Lake Tuggeranong College. These facilities were funded under an Australian Government grant approved in December 2011 to establish the Tuggeranong Sustainable Learning Trade Training Centre.

Preschool Expansions

Work to upgrade and provide an additional playroom at Campbell Preschool was completed in November 2014 and the expansion and upgrading of the Latham Preschool was completed in April 2015. These works complete this program.


Childcare Centres

ACT Government childcare assets transferred to the ACT Property Group in the Chief Minister, Treasury and Economic Development Directorate on 1 February 2015.

Prior to the transfer, expansion and upgrade works were completed at the Forrest, Appletree and Treehouse in the Park centres. Designs for the expansion of the Bunyarra and Salem centres and designs for the upgrade of Totom House centre were also completed during the reporting period.

Building works on the extension of the Gungahlin Children’s Centre were also commenced in early 2015.

CAPITAL UPGRADES PROGRAM

School Upgrades and New School Facilities

Works completed in the 2014-15 year included:

• the upgrade of a classroom for high needs students at Black Mountain School, including the installation of a track lifting system for mobility impaired students;

• the relocation, extension and upgrade of classroom buildings to provide additional teaching spaces, toilet facilities and an expanded library area at Cranleigh School;

• the relocation and refurbishment of classroom buildings to expand Ngunnawal Primary School; • finalisation of works for the relocation and refurbishment of classroom buildings to expand Amaroo School; • the refurbishment of a science classroom at Alfred Deakin High School; • roof replacement works at Canberra High School, including the installation of ceiling insulation; • a staffroom expansion and upgrade at Macquarie Primary School; • a staffroom upgrade and the conversion of a hall to create two classrooms at North Ainslie Primary School; • the upgrade of two art rooms at Campbell Primary School; • the refurbishment of the canteen and the creation of a hospitality learning space at Arawang Primary School; • the refurbishment of a food technology classroom at Caroline Chisholm School; • toilet upgrades at Charnwood-Dunlop, Forrest, Gilmore and Hughes Primary Schools; • carpark expansions at Majura Primary School, with expansion works well progressed at Duffy and

Macgregor Primary Schools; • the installation of perimeter security fences at Arawang, Duffy and Mawson Primary Schools, with

modifications and expansions to existing fences at the O’Connor Co-Operative School, Wanniassa Hills and Yarralumla Primary Schools and the University of Canberra Secondary College Lake Ginninderra;

• security upgrades at Majura and Yarralumla Primary Schools and Amaroo, Harrison, Kingsford Smith and Namadgi Schools; and

• the installation of digital signs at Red Hill Primary School, Mount Stromlo High School, Telopea Park School and Canberra, Dickson and Narrabundah Colleges.

Design work on major refurbishments to Curtin Primary School was also commenced during the reporting period.


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Building Compliance Upgrades

Building compliance upgrades and modifications completed during the reporting period included:

• new lifts installed at Canberra High School and Ainslie Primary School; • the upgrade of an accessible toilet at Richardson Primary School; • modifications to a stair lift at Telopea Park School; and • general access works at Bonython, Torrens and Wanniassa Hills Primary Schools, Wanniassa School and

Cranleigh School.

School Infrastructure Improvements

Masterplans were prepared for The Woden School, Aranda Primary School and the O’Connor Co-Operative School in preparation for planned upgrade and expansion works in future years.

Infrastructure works for information communications and technology (ICT) facilities were undertaken at Latham, Ngunnawal and Richardson Primary Schools, Amaroo, Gold Creek and Wanniassa Schools, Melba Copland Secondary School and Narrabundah College.

Environmental Sustainability

As capital works are undertaken at public schools, including new facilities, building upgrades and refurbishments, opportunities are taken to improve the energy efficiency and water conservation of these spaces. A total of $1.112 million was allocated from the schools capital upgrades program during the reporting period to support the Directorate’s strategic priorities for environmental sustainability initiatives.

Refer to Section B9 for an overview of the projects and policies implemented during the 2014-15 reporting period.


Capital works schedules

The Directorate’s capital works management program for 2014-15, detailing the completed projects and works still in progress at the year end is shown in Table C3.1.

Table C3.1: Capital works management 2014-15

Project Original Project

Value $’000

Revised Project

Value $’000

Prior Year Expenditure

$’000

Actual Finance 2014-15

$’000

Actual Expenditure

2014-15 $’000

Total Expenditure

to Date $’000

Estimated completion

date

Actual completion

date

Project Approval

Year

New Capital Works

Belconnen Region Schools – Modernisation

250 250 0 250 250 250 Jun-15 Jun-15 2014-15

Hazardous Material Removal Program – Stage 3

3,000 3,000 0 728 728 728 Jun-17 2014-15

Capital Upgrades

Older School Upgrades 1,200 1,200 0 1,252 1,358 1,358 Jun-15 Jun-15 2014-15

Excellence and Enterprise 1,400 1,400 0 1,764 1,755 1,755 Jun-15 Jun-15 2014-15

New School Facilities 0 0 0 559 194 194 Jun-15 Jun-15 2014-15

School Infrastructure Improvements

7,050 4,650 0 4,941 6,508 6,508 Jun-15 Jun-15 2014-15

Building Compliance Upgrades

1,780 1,780 0 1,917 1,908 1,908 Jun-15 Jun-15 2014-15

School Security Improvements

856 856 0 674 705 705 Jun-15 Jun-15 2014-15

School Safety Improvements

1,870 1,870 0 1,537 1,516 1,516 Jun-15 Jun-15 2014-15

Environmentally Sustainable Design Initiatives

1,112 1,112 0 1,050 1,120 1,120 Jun-15 Jun-15 2014-15

School Joint Funded Projects

0 1,000 0 735 854 854 Jun-15 Jun-15 2014-15

Total New Works 18,518 17,118 0 15,407 16,896 16,896

Work in Progress

Belconnen High School Modernisation – Stage 1

2,000 2,000 132 1,157 1,265 1,397 Jun-15 2013-14


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Value $’000

Revised Project

Value $’000


$’000


$’000

Actual Expenditure

2014-15 $’000

Total Expenditure

to Date $’000


date

Actual completion

date

Project Approval

Year

Canberra College Cares – New Building at Phillip Campus

14,000 14,000 4,260 8,613 8,610 12,870 Feb-15 Feb-15 2013-14

Carbon Neutral Schools – Stage 1

3,500 3,500 983 1,707 1,480 2,463 Jun-16 2012-13

COAG Universal Access to Preschools – Stage 1 Expansion Works

6,200 6,200 4,881 1,274 1,295 6,176 Apr-14 Jun-15 2011-12

Coombs P-6 School Construction Funding

0 43,410 19 17,750 17,754 17,773 Jan-16 2013-14

Belconnen Trade Skill Centre

8,120 8,120 65 2,269 2,276 2,341 Jun-16 2013-14

Sustainable Learning Trade Training Centre – Tuggeranong

10,207 8,301 6,142 2,203 2,083 8,225 Apr-14 Dec-14 2011-12

Total Work in Progress 60,357 101,603 32,326 35,266 34,990 67,316

Projects Completed

Primary school in Coombs design (finalisation of design)

550 550 551 19 0 551 Jun-14 Jun-14 2013-14

Installation and artificial grass surfaces – Stage 1

2,300 2,570 2,570 0 20 2,590 Apr-13 Apr-13 2011-12

Duffy Primary School 2,800 2,800 2,667 198 132 2,799 Dec-13 Jan-14 2012-13

Franklin Early Childhood School

42,700 25,641 25,078 197 174 25,252 Dec-13 Jan-14 2011-12

Gungahlin College 60,700 74,407 74,143 285 253 74,396 Mar-11 Mar-11 2007-08

Neville Bonner Primary School

60,270 43,270 41,007 132 233 41,240 Dec-13 Jan-14 2011-12

North Watson Development – Majura Primary School

4,400 4,680 4,086 598 595 4,681 May-14 Sep-14 2011-12

School Infrastructure for the Future

3,345 3,345 2,799 1,255 546 3,345 Jun-14 Dec-14 2013-14



Value $’000

Revised Project

Value $’000


$’000


$’000

Actual Expenditure

2014-15 $’000

Total Expenditure

to Date $’000


date

Actual completion

date

Project Approval

Year

Tuggeranong Introductory English Centre

1,800 1,800 228 1,567 1,572 1,800 Jun-15 Jun-15 2013-14

West Macgregor Development – Macgregor Primary School Expansion

5,650 5,899 5,388 480 511 5,899 Oct-13 Sep-13 2011-12

Prior Year CUP (2013-14)

13,530 13,272 13,177 95 95 13,272 Jun-14 Dec-14 2013-14

Total Projects Completed 181,715 162,162 155,850 4,533 3,904 159,754

Total Capital Works Program 2014-15

260,590 280,883 188,176 55,206 55,790 243,966

Note: Works related to Childcare Centres were transferred to Chief Minister, Treasury and Economic Development Directorate as at 31 January 2015.Source: Education and Training Directorate

Chief Minister’s Reading Challenge.

Amaroo School students welcomed Virginia Haussegger, the face of local ABC TV News, as she shared her love of reading in her role as Ambassador of the Chief Minister’s Reading Challenge. To the great delight and excitement of the students she read two Roald Dahl stories to those seated around her. Students reciprocated by sharing limericks that they had prepared in class to the accompaniment of music. With 2014 marking the tenth year of the Reading Challenge, there has been consistent growth in the number of students seeing how much and how widely they can read in completing the challenge. The first Reading Challenge attracted 638 readers, in 2014 74 schools and 22,683 students took part. Students appreciate that it is not a competition, but is all about encouraging a love of reading and helping students improve their literacy.


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Table C3.2: End-of-year reconciliation schedule 2014-15

Reconciliation of total current year financing 2014-15 $’000

Total current year capital works financing 53,461

Add: Financing of other capital initiatives 18,413

Add: Appropriation drawn down for 27th pay in 2014-15 18,455

Capital Injection from Government per Cash flow statement 90,329

Reconciliation of Total Current Year Actual Expenditure - against financing

Total current year capital works expenditure 51,434

Total current year capital initiatives expenditure 17,942

Add: Appropriation drawn down for 27th pay in 2014-15 18,455

Add: Appropriation drawn down for works related to Childcare centres1 2,484

Add Net Impact of accruals between financial years 2,282

Less: Capital purchases funded outside of Capital Injections -2,267

Capital Injection from Government per Cash flow statement 90,329

Reconciliation of Total Current Year Actual Expenditure

Total current year capital works expenditure 51,434

Add: Capital Initiatives 17,942

Add: Other asset purchases outside of capital works program 2,590

Add: Expenditure for works related to Childcare centres1 2,484

Add: Net Impact of accruals between financial years 2,282

Purchase of Property, Plant and Equipment as per Cash Flow Statement 76,731

Note: Works related to Childcare Centres were transferred to Chief Minister, Treasury and Economic Development Directorate as at 31 January 2015.Source: Education and Training Directorate

For more information contact: Director Infrastructure and Capital Works (02) 6205 3173


C.4 ASSET MANAGEMENT

The Directorate’s asset management strategy is based on the following key principles:

• asset management activities are undertaken within an integrated and coordinated framework; • asset management practices and decisions are guided by service delivery needs; • asset planning and management are integrated with corporate and business plans, as well as budgetary

and reporting processes; and • capital expenditure decisions are based on evaluations of alternatives that take into account estimated

costs, benefits and risks, in particular workplace, health and safety risks.

In 2014-15, the Directorate progressed the following tasks in relation to the asset management strategy:

• planning for the Strategic Asset Management Plan; • the development of regional education and training studies; • the development of principles that will guide future planning of public schools; • a template for school master plans; and • a process for post occupancy evaluations of new and refurbished assets.

The Directorate is responsible for 90 school sites and 28 offsite preschools. In addition, the Directorate manages three facilities for central office staff. In total, there are 121 sites under direct management by the Directorate.

The Directorate has an ongoing program to provide high quality learning environments for students through facility upgrades and expansions. To ensure Directorate facilities are maintained at a standard suitable for delivering sustainable quality educational and care programs, the Directorate has a maintenance program for urgent and minor repairs, planned maintenance and the repair of vandalised and damaged facilities. The Directorate also has an ongoing capital works program for the upgrade of schools and preschools.

Issues managed by the Directorate included:

• ageing asset stock; • provision of new schools and educational facilities to meet demographic change; • utilisation of existing facilities; • refurbishment to support changing curriculum activities and service delivery needs; • installation of information and communication technology infrastructure; • building compliance upgrades to improve accessibility and learning environments for students with

special needs; • school safety improvements including car parking and traffic management; • installation of security related infrastructure; • hazardous materials management, removal and disposal; • environmental efficiency and sustainable landscapes; and • energy efficiency and greenhouse gas reductions.


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As at 30 June 2015, the Directorate managed school infrastructure assets with a total net book value of $1,793.0 million (Table C4.1).

Table C4.1: Assets and their values at 30 June 2015

Asset class Value ($ million)

Land and building (including improvements) for schools and preschools 1,756.4

Leasehold improvements 1.1

Property, plant and equipment 32.9

Intangible assets 2.6

Total 1,793.0

Source: Education and Training Directorate Note: The significant assets added to the Directorate’s asset register during 2014-15 are given in Table C4.2.

Table C4.2: Assets added to the asset register during 2014-15

Assets Value ($ million)

Capital works (schools):

Canberra College Cares – new facility;

Carbon Neutral Schools – Stage 1 – various sites

Tuggeranong Sustainable Learning Trade Training Centre facilities

Tuggeranong Introductory English Centre – new facility

Preschools – various sites

22

Capital works – various schools, preschools and childcare centre sites 19.2

Capital initiatives – various ICT and other projects 17.4

Total 58.6



ASSET TRANSFERSDuring the reporting period, 30 childcare centres were transferred to ACT Property Group in the Chief Minister, Treasury and Economic Development Directorate. There were no other assets transferred in the 2014-15 year.

SURPLUS ASSETSAs at 30 June 2015, the Directorate did not have any properties which were not being utilised by the agency or that had been identified as potentially surplus.

ASSETS MAINTENANCE AND UPGRADEThe Directorate undertakes maintenance and upgrades in consultation with schools and their communities. The Directorate prepared annual repairs and maintenance plans for each school on the basis of information from building condition assessments, requests from schools and information gained from other sources such as consultant reports and site visits.

Works were subsequently undertaken at a local level by schools and through the Directorate’s Infrastructure and Capital Works Branch, with larger and more significant works included in the Directorate’s capital works program in priority order.

Maintenance and major refurbishment are a priority for the Directorate given the increasing average age of school facilities.

ASSET MAINTENANCEIn 2014-15, the Directorate spent $18.8 million on school repairs and maintenance. The repairs and maintenance program included:

• a program of works for all primary and secondary schools, based on the annual rolling program; • an allocation for unforeseen maintenance such as vandalism, fire and flood damage; • high priority works arising from school building condition assessment reports; and • a schedule of maintenance for preschools.

Building condition assessments of all schools (including preschools) and childcare facilities are conducted on a three-year rolling program and cover buildings, services and grounds. During 2014-15, building condition assessments were conducted at 40 schools. The results of these reports are taken into account in preparing the Directorate’s annual repairs and maintenance programs.

In line with the Dangerous Substances Act 2004, the Directorate completed the program of inspections to prepare Hazardous Materials Survey Management Plans (HMSMP) for each school (including preschool). These plans are comprehensive and include all potentially hazardous materials (asbestos containing materials, lead-based paint, synthetic mineral fibres, polychlorinated biphenyls and ozone depleting substances). The Directorate updates the asbestos register and asbestos management plan for each school once in every 5 years.

Copies of the HMSMP and the Asbestos Register are accessible at each school and preschool site for inspection by staff, parents, carers and tradespeople. Plans showing areas of known asbestos containing materials are mounted in entry areas of all schools and preschools.


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ENTTree assessment audits are conducted at each school on an annual basis. The 2014-15 year was the fifth year of

annual audits with 87 audits conducted. The outcomes are included in the Directorate’s tree maintenance program.

During the reporting period, all ACT public schools updated their Emergency Management Plans that include preparation and response to bushfire threats. The Directorate also conducted its annual bushfire prevention audit. These audits were conducted across all ACT public schools to ensure mandatory preventative maintenance was completed prior to the peak bushfire season.

In addition to the planned school asset maintenance and upgrade programs managed and delivered by central office, schools are also funded to undertake repairs and minor works tasks.

ASSET UPGRADESIn the 2014-15 Budget, funding of $13.868 million was provided for capital upgrades at schools and preschools. Details of specific works are included in Section C3.

OFFICE ACCOMMODATIONDuring the 2014-15 year, central office staff were located at 220 Northbourne Avenue in Braddon, the Hedley Beare Centre for Teaching and Learning in Stirling, Maribyrnong Primary School in Kaleen and the Lyons Education Centre (Table C4.3).

Staff census of schools conducted in February 2015 recorded 3,192 full-time equivalent staff employed in non-office environments at ACT public school sites. Staff located at these sites included teachers, school leaders, office administrators, general service officers and building service officers.

Table C4.3: Central office sites, staff numbers (head count) and space occupied, as at 30 June 2015

Building and location Staff numbers

Approximate area occupied (m2)

Average area occupied per employee (m2)

220 Northbourne Avenue, Braddon 212 3,303a 15.6

Hedley Beare Centre for Teaching and Learning, Stirling

233 3,196 13.7

Maribyrnong Primary School, Kaleen 22 727a,b 33.0

Lyons Education Centre 11c 713 64.8

Total 482d 7,939 16.5

Source: Education and Training Directorate Notes:

a. Includes meeting rooms.b. Space occupied by Student Services (Vision Support Team and Hearing Support Team).c. Space occupied by the Board of Senior Secondary Studies (Lyons Education Centre) includes 202 m2 for meeting rooms and secure storage.d. Staff numbers have been calculated based on occupied workstations at 30 June 2015.

For further information contact: Director Infrastructure and Capital Works (02) 6205 3173


C.5 GOVERNMENT CONTRACTING

All procurement processes in place within the Directorate are required to comply with the procurement legislative framework including the Government Procurement Act 2001, Government Procurement Regulation 2007 and subordinate guidelines and circulars. Confirmation of the procurement selection and management processes is authorised by the appropriate Delegate within the Directorate.

Under whole of government procurement arrangements, Procurement and Capital Works continued to provide advice and support in relation to procurement and contract management issues and undertook higher value procurement activities on behalf of the Directorate.

The Directorate continued to be responsible for the management of contracts. Where obligations were not met, including responsibility to comply with employment and industrial relations conditions, the contractor was required to rectify the non compliance immediately to avoid cancellation of the contract.

Directorate central office expenditure included the acquisition of expert advice regarding curriculum, national assessment testing and other education related matters, human resource issues and capital works activities.

Contract information for schools related mainly to cleaning and grounds maintenance.

Table C.5: Education and Training Directorate contracts executed in 2014-15 with an estimated total value of $25,000 incl. GST or more.

Contract Title Procurement Methodology

Procurement Type

Exemption from Quotation and Tender Threshold Requirements

Contractor Name

Contract Amount $

Execution Date

Expiry Date

Small to Medium Enterprise (SME)

Aranda Primary School - playground equipment

Quotations Short Form Contract

No Australasian Playground Pty Ltd

37,312 April 2015 August 2015

No

Aranda Primary School Panel of Cleaning Contractors for ACT Public Schools

Services Agreement

No Faraj Cleaning Services

82,145 01/12/14 30/11/15 Yes

Arawang Primary School - installation of security fencing

Select tender Short Form Contract

No Lido’s Fencing 97,104 11/08/14 February 2015

Yes

Arawang Primary School - floor coverings, internal alterations


No Quay Building Group

128,850 25/02/15 February 2015

Yes

Arawang Primary School - internal painting, floor coverings


No Scenic Building Group

27,455 12/12/14 February 2015

Yes

Belconnen High School modernisation stage 1 - disability ramp

Quotations Purchase Order No Avgas Autos 25,520 06/11/14 30 June 2015

Yes

Belconnen High School modernisation stage 1 - demolition superintendence

Single select Purchase Order Yes John Skurr Consulting Engineers Pty Ltd

24,750 06/11/14 January 2015

Yes


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Contractor Name

Contract Amount $

Execution Date

Expiry Date


Belconnen High School modernisation stage 1 - covered walkway

Quotations Purchase Order No Radmo Constructions Pty Ltd

48,510 18/08/14 November 2014

Yes

Belconnen High School modernisation stage 1 -relocation of HVAC pipe work

Quotations Purchase Order No AHI-Carrier 80,080 22/09/14 December 2014

No

Black Mountain Primary School

Panel of Cleaning Contractors for ACT Public Schools

Services Agreement

No ACT Commercial Cleaning

77,313 17/01/15 16/01/16 Yes

Caroline Chisholm School - internal upgrades


No Total Project Construction Pty Ltd

49,899 11/05/15 June 2015 Yes

Campbell High School -Works


No Complete Constructions

68,794 01/05/15 June 2015 Yes

Campbell High School Panel of Cleaning Contractors for ACT Public Schools

Services Agreement

No VNT Pty Ltd 328,582 01/12/14 30/11/16 Yes

Campbell Primary School Panel of Cleaning Contractors for ACT Public Schools

Services Agreement

No Dynuse Cleaning

86,977 01/11/14 31/10/15 Yes

Canberra High School Panel of Cleaning Contractors for ACT Public Schools

Services Agreement

No VNT Pty Ltd 357,575 01/09/14 31/08/16 Yes

Capital upgrade programme of works 2014/15 - package 5B

Select tender Construction related Services Agreement

No Small Quinton Architects

118,450 04/06/15 To be advised

Yes

Chapman Primary School - carpet replacement


No Hoods Carpet Court

107,998 19/12/14 February 2015

Yes

Charnwood Dunlop Primary School - dirt bike track landscape works


No Out and About Landscape Design Construction

69,202 15/05/15 5/06/15 Yes

Charnwood Dunlop Primary School


Services Agreement

No City and Town Civil Cleaning

96,642 01/09/14 31/08/15 Yes

Coombs Primary School - documentation review, construction stage site reviews and Greenstar Independent Commissioning Agent

Single Select Short Form Contract

Yes WSP Buildings Pty Ltd

164,783 16/01/15 31/01/16 No

Design and construct Preschool to Year 6 in Coombs

Public tender GC 21 No Collin Joss & Co. Pty Ltd

32,134,986 28/08/14 31/01/16 No

Duffy Primary School - construction of car park and bin enclosure

Public tender Services Agreement

No Dale & Hitchcock Civil Engineering and Landscaping

264,583 15/04/15 June 2015 Yes



Procurement Type


Contractor Name

Contract Amount $

Execution Date

Expiry Date


Duffy Primary School - supply and installation of security fencing


No Lido’s Fencing 191,500 29/07/14 June 2015 Yes

ETD HVAC consultant Quotations Short Form Contract

No Northrop Consulting Engineers Pty Ltd

60,500 08/05/15 30/06/16 Yes

Evatt Primary School Panel of Cleaning Contractors for ACT Public Schools

Services Agreement


77,313 01/10/14 31/09/2015 Yes

Facilities upgrade 2014/15 - package 1

Public tender MW 21 No IQON Pty Ltd 1,291,150 26/09/14 31/03/15

Facilities upgrade 2014/15 - package 2

Public tender MW 21 No Binutti Constructions Pty Ltd

934,410 13/10/14 07/07/15 Yes

Farrer Primary School Panel of Cleaning Contractors for ACT Public Schools

Services Agreement

No Mirrors Cleaning Service

72,481 01/01/15 31/12/15 Yes

Fraser Primary School - carpeting of classroom areas

Quotations Purchase Order No Master Carpets (ACT)

75,251 22/12/14 January 2015

Yes

Gilmore Primary School Panel of Cleaning Contractors for ACT Public Schools

Services Agreement


53,153 27/01/15 26/01/16 Yes

Giralang Primary School - painting

Quotations Purchase Order No Quay Building Group

78,320 01/04/15 July 2015 Yes

Gordon Primary School Panel of Cleaning Contractors for ACT Public Schools

Services Agreement

No Rose Cleaning Group

96,642 03/11/14 02/11/15 Yes

Hedley Beare Centre for Teaching and Learning - refurbishment of International Education Unit, cafe and foyer.

Panel of Pre-Qualified Project Managers

Services Agreement

No Capezio and Co. Pty Ltd

379,687 20/10/14 December 2014

Yes

Hedley Beare Centre for Teaching and Learning - design, supply & install PV solar panels


No Solgen Energy Pty Ltd

222,655 11/09/14 February 2015

No

Kingsford Smith School - digital signage


No Screenmakers Pty Ltd

65,700 14/05/15 20/08/15 Yes

Lanyon High School - replace retaining wall and infill


No Dan & Dan Landscaping Pty Ltd

29,531 14/03/15 28/04/15 Yes

Latham Primary School - library office and kindergarten room refurbishments

Quotations Purchase Order No Binutti Construction Pty Ltd

31,309 01/01/15 17/01/15 Yes


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Procurement Type


Contractor Name

Contract Amount $

Execution Date

Expiry Date


Lyneham High School - Replace corridor floor coverings


No Quay Building Group

108,845 10/04/15 To be advised

Yes

Lyneham High School - School frontage

Public tender Lump Sum Contract

No Ram Constructions

643,824 11/07/14 24/09/14 Yes

Macgregor Primary School - new building works furniture to match existing

Single select Purchase Order Yes Furnware 27,650 25/09/14 February 2015

No

Macquarie Primary School Panel of Cleaning Contractors for ACT Public Schools

Services Agreement

No Mirrors Cleaning Service

77,313 01/09/14 31/08/15 Yes

Malkara School Panel of Cleaning Contractors for ACT Public Schools

Services Agreement

No Freds Express Cleaning Service

53,153 02/01/15 01/01/16 Yes

Maribyrnong Primary School


Services Agreement

No S&M Cleaning 72,501 01/01/15 31/12/15 Yes

Majura Primary School Panel of Cleaning Contractors for ACT Public Schools

Services Agreement


202,948 07/04/15 06/04/17 Yes

Mawson Primary School - supply and installation of security fencing

Select tender Services Agreement

No Perimetech Pty Ltd

178,618 05/11/14 February 2015

Yes

Melrose High School - Food Technology Facility Upgrade

Quotations Purchase Order No Pauls Vinyl 33,633 01/04/15 30/04/15 Yes


Quotations Purchase Order No AC&R 50,810 01/04/15 30/04/15 Yes


Quotations Purchase Order No Aris Building Service

38,955 01/04/15 30/04/15 Yes


Quotations Purchase Order No Fit Out Factory 31,646 01/04/15 30/04/15 Yes


Quotations Purchase Order No ICANDY 64,010 01/04/15 30/04/15 Yes

Miles Franklin Primary School


Services Agreement


77,313 27/01/15 26/01/16 Yes

Monash Primary School Panel of Cleaning Contractors for ACT Public Schools

Services Agreement


86,977 27/01/15 26/01/16 Yes



Procurement Type


Contractor Name

Contract Amount $

Execution Date

Expiry Date


Narrabundah College - landscape services for landscape frontage upgrade


No The Trustee for The Gary Burgess Family Trust & the Mark Burgess Family Trust

158,881 07/11/14 18/02/15 Yes

Narrabundah College - landscape frontage upgrade steelworks


No The Trustee for The Austec Industrial Engineering Unit Trust

177,960 16/12/14 28/04/15 Yes

Ngunnawal Primary School - car park augmentation


No Base Contractors Pty Ltd

97,169 19/12/14 February 2015

Yes

North Ainslie Primary School - refurbishment of staff room and hall area



68,943 10/12/14 June 2015 Yes

Playground Areas Shade Structures



110,631 07/04/15 June 2015 Yes

Richardson Primary School - accessible toilet and front entry works


No Cercol Construction Services Pty Ltd

41,923 09/04/15 April 2015 Yes

Supply and deliver junior and senior water refill stations


No Aqua Bubbler Australia

153,120 20/08/14 30 April 2015

No

Telopea Park School-landscape frontage upgrade

Public tender Lump Sum Contract

No Burgess Horticultural Services

412,443 14/07/14 07/11/14 Yes

The Woden School Panel of Cleaning Contractors for ACT Public Schools

Services Agreement

No Freds Express Cleaning Service

57,985 01/11/14 31/10/15 Yes

Tuggeranong Introductory English Centre - superintendant services


No APP Corporation Pty Ltd

53,735 09/09/14 April 2015 Yes

Tuggeranong Introductory English Centre - extension and refurbishment of existing building


No FM Projects Australia Pty Ltd

1,216,007 26/09/14 April 2015 Yes

UC High School Kaleen - floor coverings

Quotations Purchase Order No Pykes Flooring 27,586 14/03/15 April 2015 Yes

UC High School Kaleen - drama room floor relay

Quotations Purchase Order No Aura 38,625 06/05/15 May 2015 Yes

UC High College Lake Ginninderra


Services Agreement

No Rose Cleaning Service

309,254 01/12/14 30/11/16 Yes

Wanniassa School Panel of Cleaning Contractors for ACT Public Schools

Services Agreement

No VNT Pty Ltd 381,735 01/10/14 30/09/16 Yes


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For further information contact: Director Infrastructure and Capital Works (02) 6205 3173

‘Paddock to Plate’ Program extends Health curriculum.

Fraser Primary School successfully introduced the ‘Paddock to Plate’ program to combine health lessons with a student vegetable garden and a nutritionist providing advice on healthy balanced eating. The program extends to the wider school community with family and friends joining students to gain hints and advice from a visiting chef on creating delicious and nutritious meals.

The program is a positive response by Fraser Primary School to the Directorate’s 2015 Public School Food and Drink Policy and the ACT Healthy Weight Action Plan. The ‘Paddock to Plate‘ coordinator, year 1 / 2 teacher, Todd McCoy, stated, “Health is as vital as the key curriculum areas. ‘Paddock to Plate’ supports our Kids Matter philosophy and we are looking to provide them with every element they need to prosper.”

Pictured is the student garden (top), and (bottom L-R), students enjoying food produced and prepared through the program and coordinator, Todd McCoy, sharing food with a family group.


C.6 STATEMENT OF PERFORMANCE


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Campbell High School ‘Big Science’ achiever

Each year, Campbell High School science students participate in the Australian National Chemistry Quiz and the Big Science competition. Year 7 student Patrick Miller received a special mention for his achievements in both events this year.

In the Chemistry Quiz, Patrick achieved a High Distinction Certificate of Excellence for his perfect score of 100 percent. Patrick’s participation in the Big Science competition earned him the award of ‘Top Scorer’, one of only 60 students across the world to achieve that award. The Big Science competition consists of a one hour paper designed to inspire, challenge and raise the aspirations of students in science and is taken by 49,000 students across the world. The competition provided students with the opportunity to test their critical thinking and problem solving skills.

Patrick’s interest and high level achievement in the sciences was further demonstrated in his research, design, construction and programming of his own quad-copter.

Patrick Miller, year 7 student at Campbell High School, has achieved outstanding results in the sciences this year.

The quad-copter designed and constructed by Patrick Miller.


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D.2 Medicines, Poisons and Therapeutic Goods

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D.1 DANGEROUS SUBSTANCES

Section 200 of the Dangerous Substances Act 2004 requires agencies to provide a statement on the number of notices of non-compliance serviced and the matter to which each notice related.

The Directorate did not receive any notices during the reporting period.



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SD.2 MEDICINES, POISONS AND THERAPEUTIC GOODS

Section 177 of the Medicines, Poisons and Therapeutic Goods Act 2008 requires agencies to provide a statement on the number of notices of non-compliance serviced and the matter to which each notice related.

The Directorate did not receive any notices during the reporting period.



‘Bandstravaganza’ displays public schools’ musical talent.

Each year students from across Canberra public schools perform in Bandstravaganza, an annual event, which provides motivation for children to engage in music activities, cooperative learning, social interaction and gain performance skills.

Bandstravaganza has been running for 25 years, with 1,310 students participating in 2014. It is an event that introduces students to a range of music styles from percussion ensembles to jazz and concert bands.

Speaking at the 2014 event on 17 November, Instrumental Music Program Principal Naida Blackley highlighted the growth of the event, saying “Back in the late 1970s when I was a student, the event was held at Manuka Oval with the musicians sitting on the concrete seats and the parents in the middle on the grass on their

folding chairs. How wonderful to have developed now into this grand performance over three nights in Canberra’s top music performance venue at the ANU School of Music.”


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Under section 22 of the Education Act 2004 the Director-General must develop and implement a complaints policy for public schools. The Complaints Policy is available on the Directorate’s website at http://www.det.act.gov.au/publications_and_policies/policy_a-z.

The Director-General must also report each financial year about the number of complaints investigated.

During 2014-15 the Directorate received and responded to a large number of enquiries, concerns and complaints.

Where the concerns and complaints related to a public school they were usually referred to the principal of the school concerned for the principal to resolve the issue. On occasions the matter was referred to another area of the Directorate.

Five written complaints were received and investigated by the relevant areas of the Directorate.

The Complaints Policy provides that a person may seek a review of a decision about their complaint if they are not satisfied with the response.

During the reporting year one request was received for the review of a complaint decision.

The Directorate also responded to five approaches from external review agencies investigating complaints they had received during the reporting year.



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These sections listed in the Annual Report Directions are not applicable to the Education and Training Directorate and so are not in this report.


Tuggeranong Sustainable Living Trade Training Centre supporting students to gain workplace skills.

Students in Tuggeranong now benefit from a linkage between the two Tuggeranong colleges and the five Tuggeranong high schools to access prevocational and Certificate 1 courses in hospitality, horticulture, construction and the automotive industry.

The recently opened $8.1m Tuggeranong Sustainable Living Trade Training Centre (TSLTTC) will assist in addressing national and local skills shortages, while increasing the proportion of ACT students who achieve year 12 or an equivalent qualification. The colleges provide a specialist hub for three of the four qualifications and work in partnership with CIT and other training providers.

Students gaining Hospitality career experience on the Erindale College campus of the Tuggeranong Sustainable Living Trade Training Centre.


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H MINISTERIAL AND DIRECTOR-GENERAL DIRECTIONS

Agencies with responsibilities under the Education Act 2004 must report on any Ministerial Direction and any direction given by the Director-General to a particular School Board.

There were no directions given by the Minister, or by the Director-General to a particular School Board under the Education Act 2014.



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I PUBLIC LAND MANAGEMENT PLANS J THIRD PARTY INSURANCE K VICTIMS OF CRIME L WASTE MINIMISATION CONTRAVENTIONS

These sections listed in the Annual Report Directions are not applicable to the Education and Training Directorate and so are not in this report.


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ACT Teacher Quality Institute

Board of Senior Secondary Studies

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ACT TEACHER QUALITY INSTITUTE ANNUAL REPORT 2014-15

A. TRANSMITTAL CERTIFICATE


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B. ORGANISATION OVERVIEW AND PERFORMANCE

B.1 ORGANISATIONAL OVERVIEWThe ACT Teacher Quality Institute (TQI) is an independent statutory authority established by the ACT Teacher Quality Institute Act 2010 (TQI Act) to build the professional standing of ACT teachers and to enhance the community’s confidence in the teaching profession through professional regulation and practical initiatives to raise teacher quality.

Vision, mission and values of the Institute

Our Vision

TQI is a key enabler of a high quality teaching workforce in the ACT.

Our Mission

Teacher quality initiatives build the profession in the ACT and enhance the education of students.

Our Values

• Respect • Integrity • Collaboration • Excellence • Innovation.

Role, functions and services of the Institute

Our Role

TQI is charged with integrating standards-based quality measures into professional regulation as teachers enter and progress through career stages in the profession in order to enhance student outcomes. TQI emphasises collaboration across school sectors and between teachers, schools and universities. TQI promotes continuous professional learning and development and the professionalism of all teachers in the ACT.

Functions and services

TQI functions set out in section 11 of the TQI Act are to:

• register or grant permits-to-teach to eligible people

• keep a register of, and records relating to, teachers working or intending to work in the ACT

• promote and encourage the continuous professional learning and development of teachers, and increased levels of skill, knowledge, expertise and professionalism

• determine standards for, facilitate and issue directions for, the ongoing professional learning and development of teachers

• develop and apply codes of practice about the professional conduct of teachers

• determine standards, including assessment and certification standards, for the profession, and

• accredit education programs for pre-service teachers and teachers.

In performing its statutory functions, TQI delivers the following range of services to all sectors of school education, ACT universities providing teacher education, and the teaching profession in the ACT:

• professional regulatory services • quality assurance of teacher education and

professional learning; • advice and training on standards and

certification, accreditation of programs and teacher registration

• facilitation of collaborative practice, and • promotion of continuing development and

professionalism.


Organisational structure, environment and planning framework

Our structure

TQI is governed by a Board comprised of key ACT education stakeholders, the teaching profession and the ACT community. Current Board membership is set out in Table 1.

The Chief Executive Officer, Ms Anne Ellis, is responsible for the day-to-day operations of TQI, supported by a small staff of 10.6 FTE.

Operating Environment

TQI is a Territory authority for the purposes of the Financial Management Act 1996 (FMA).

By a declaration issued by the Treasurer in February 2012 [Financial Management (Territory Authorities) Declaration 2012 (No. 1)], TQI has been exempted from certain provisions of the FMA. Therefore, TQI is not required to produce a detailed statement of intent, statement of performance, or annual financial statement. However, in accordance with the direction issued by the Minister for Education and Training under section 25 of the TQI Act, TQI is required to provide a summary of its income and expenses each financial year in its annual report.

For the purpose of the Annual Reports (Government Agencies) Act 2004, TQI comes within the definition of ‘public authority’.

Accordingly, TQI has prepared this annual report to comply with section 6(1) of that Act and in accordance with the requirements referred to in the Chief Minister’s Annual Report Directions issued under section 9 of that Act.

Owing to its modest budget and staff resources, TQI has established administrative arrangements with the Education and Training Directorate in relation to minor financial accounting and internal audit matters.

Planning Framework

The TQI Strategic Plan is developed on a four-year cycle and is reviewed annually. The current Strategic Plan approved by the Board (for the period 2011-14) identifies the following key focus areas:

• Establish the Institute in line with legislative requirements.

• Implement TQI regulatory responsibilities for teacher registration and accreditation of teacher education courses.

• Lead cross-sectoral implementation of the Australian Professional Standards for Teachers to enhance quality education for ACT students.

• Lead cross-sectoral collaboration in teacher quality initiatives with ACT schools and universities.

• Facilitate and participate in national and local research relevant to teacher professional standards and learning.

TQI Governing Board

Section 15(2) of the TQI Act sets out the composition of the TQI Board and requires the Minister to appoint the members of the Board other than the Chief Executive Officer. The appointment of a member, other than the Chief Executive Officer, must be for a term no longer than three years. A person may be reappointed for a further term of three years. The Chief Executive Officer is a non-voting member of the Board.

Remuneration for the Chair is determined by the ACT Remuneration Tribunal in accordance with the provisions of the Remuneration Tribunal Act 1995. Other members of the Board are not entitled to be paid for the exercise of their Board functions.

The Board met on four occasions during the reporting period:

• 9 September 2014 • 2 December 2014 • 31 March 2015 • 9 June 2015.


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The Minister made six appointments to the Board during the reporting period as follows:

• Ms Diane Joseph was reappointed as the member nominated by the Director-General (section 15(2)(c).

• Mrs Narelle Hargreaves OAM was reappointed as the community representative (section 15(2)(l).

• Associate Professor Carolyn Broadbent was reappointed as the member nominated by the Australian Catholic University, ACT Campus (section 15(2)(i).

• Ms Lyn Caton was reappointed as the member nominated by the NSW/ACT Independent Education Union (section 15(2)(g).

• Associate Professor David Paterson was appointed as the member nominated by the University of Canberra (section 15(2)(h). This position had been previously filled by Professor Geoffrey Riordan whose appointment expired on 15 August 2014.

• Ms Kerrie Heath was appointed as the member representing teachers and principals of government schools (section 15(2)(j). This position had been previously filled by Ms Wendy Cave whose appointment expired on 15 August 2014.

All of the above appointments are for a period of three years.

Table 1: TQI Board members and meeting attendance 2014-15

Member Qualifications RoleNumber of meetings attended

Dr William Maiden PSM TeachCert, BA, MLitt, MEdAdmin, PhD, FACE, FACEL ACT

Chair 4

Ms Anne Ellis BA, DipEd, GradDip (InfMgt), FACEL

Chief Executive Officer, TQI 4

Associate Professor Carolyn Broadbent

PhD, MEd(Research), BEd, DipTeach, TPTC, FACE, FACEL

Australian Catholic University, ACT Campus

4

Ms Diane Joseph BSc, FACEL Director-General, Education and Training

2

Ms Moira Najdecki MEdLeadership, GradDip (Religious Ed), GradCert (Religious Ed), MA, DipEd, BA, FACEL ACT

Catholic Education Office 3

Ms Lyn Caton DipEd, GradCert Religious Ed, DipA (App)

NSW/ACT Independent Education Union

4

Ms Kerrie Heath BEd, DipEd Teaching profession in government schools

3

Mr Glenn Fowler BA(Hons),GradDipEd Australian Education Union, ACT Branch

4

Mrs Narelle Hargreaves OAM BEd, FACE, FACEL ACT Community representative 4


Member Qualifications RoleNumber of meetings attended

Ms Anne Coutts BSc(Hons), GradCertEd, MEd Association of Independent Schools of the ACT

3

Mr Michael Lee BA, GradDipEd, GradDip (Religious Ed), MEd

Teaching profession in non-government schools

4

Associate Professor David Paterson

BEd, MEdAdmin, PhD, FACE University of Canberra 4


OVERVIEWThe TQI Act provides an integrated regulatory and quality improvement framework for the teaching profession in the ACT in accordance with national professional standards and national agreements on education reform. The primary focus of the Institute remains the continued professionalisation of the ACT teaching workforce.

The 2014-15 reporting year is the final year of the Institute’s first Strategic Plan. Key achievements against the Strategic Plan over this reporting year include:

Consolidating the Regulatory framework for the teaching profession in the ACT

Key elements of the regulatory framework established by the TQI Act and subordinate legislation include the requirements that

• only approved teachers under the TQI Act can work in ACT schools

• all teachers must comply with the TQI Code of Professional Practice and Conduct

• teachers must report on 20 hours of professional learning completed by them in the previous 12 months to renew their registration.

Over the reporting period, TQI conducted an extensive communication program to ensure that all ACT teachers received advice about the

regulatory requirements that impact on them. For example, the Code of Professional Practice and Conduct was promoted to all teachers through their registration documentation, through a poster campaign made available to all ACT schools, and through induction workshops for beginning teachers.

TQI refined and strengthened support for early career teachers and mentor/supervising teachers by the development of separate guides for provisionally registered teachers and for their guidance panels. The Guide for Provisionally Registered Teachers and the Guide for Professional Guidance Panels of Provisionally Registered Teachers support the progression of beginning teachers from provisional to full registration. They provide guidance on links to the Professional Standards for Teachers and evidence-based documentation of teaching practice. The Guide for Professional Guidance Panels also supports integration of full registration assessment with existing employer probation and professional learning processes. TQI has provided 12 cross-sectoral workshops for beginning teachers and teacher-mentors/supervisors on progression to full registration, with over 280 teachers attending.

TQI also completed implementation of the mandatory professional learning for teacher


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registration in the registration renewal process for 2015. Of the 7114 teachers renewing registration for 2015, 93% (6625) fully met the mandatory professional learning requirements for registration in the year preceding renewal. The remaining 7% (489) arranged professional learning variation plans with TQI to meet their obligations.

Under the regulatory framework, there are important obligations imposed on all employers of teachers in ACT schools to help support the integrity of that framework and to help maintain community confidence in all ACT teachers. Over the reporting period, employers in all school sectors took action on these reporting obligations under the legislation. The Institute resolved with employers and teachers two cases of potential non-compliance with ss.28 and 29 of the Act during the reporting period. TQI also suspended the registrations of three teachers and cancelled one.

Embedding high quality professional learning and development of teachers

The mandatory professional learning prescribed for renewal of teacher registration in the ACT is comparable to that required of professionally registered teachers in other Australian jurisdictions which have implemented the national education reform agreements on teacher quality improvement. It brings the profession in the ACT into line with similar requirements for other professions in the Territory and provides a range of flexible means by which teachers can meet the requirements for renewal of their registration.

The 2014-15 reporting period was the initial year of implementation of mandatory professional learning. Consequently, TQI undertook a range of communication measures to ensure teachers received advice about their obligations. This included an online multimedia presentation, workshops and weekly drop-in sessions, as well as a promotional poster campaign (‘It’s time to log on!’) reminding teachers of the need to record their professional learning.

In the reporting period, TQI also upgraded its online professional learning recording system to provide improved support to teachers and supervisors.

The teacher online Professional Learning Profile incorporates links to the Australian Professional Standards for Teachers to facilitate development of individual teacher learning goals and activities and recording of professional reflections. Online and printable graphs and data for both teachers and supervisors facilitate the management of professional learning at a school and individual teacher level throughout the school year.

As an important quality assurance measure, TQI also assisted providers of professional learning programs who were seeking accreditation of their programs by providing extensive advice on the standards-based documentation required for accreditation. TQI has also provided the data available from teacher evaluations of accredited programs to the relevant program providers so that quality improvements can be taken into consideration by the providers for future programs.

Details of programs accredited 1 July 2014 to 30 June 2015 are listed in Attachment 1 to this report.

Embedding professional standards in teaching practice

TQI believes that the Australian Professional Standards for Teachers provide a key tool for raising the quality of the ACT teaching workforce.

To help embed the Standards in the teaching practice of ACT teachers, over the reporting period TQI:

• supported individual teachers seeking higher levels of certification (against the ‘Highly Accomplished’ and ‘Lead’ levels of the Standards) through information sessions and evidence preparation workshops

• supported the pool of Certification trained assessors in the ACT, through - supplementing their numbers by overseeing the

training of 21 additional assessors - assessor writing workshops which provide

professional support to existing nationally trained certification assessors in the ACT, and

- assessor refresher workshops which ensure the


quality of annual ACT certification processes - provided a range of on-line aids for teachers

(e.g. digital portfolio opportunities for professional evidence and analysis of practice by teachers)

- contributed to national moderation and evaluation of certification processes.

TQI chairs the national network on professional standards of the Australian Teacher Regulatory Authorities (ATRA). The inaugural meeting of this network held at TQI on 9 February 2015 explored variations in jurisdictional approaches to standards-based assessments for regulatory and teacher quality purposes.

Progressing pre-service teacher education program accreditation

Under s.11(1)(g) of the Act, TQI has the function to accredit education programs for pre-service teachers. The Act further specifies in s.76(a) the criteria to be applied for the accreditation of teacher education programs.

Over the reporting period, TQI:

• developed its Initial Teacher Education Program Accreditation policy, which was approved by the Board at its September 2014 meeting

• completed the accreditation of the teacher education program for the University of Canberra Master of Teaching (M.Teach) degree

• began the accreditation process for the University of Canberra primary and secondary B.Ed. degrees

• provided accreditation training for expert panel members and university educators involved in the program accreditation processes

• hosted and presented at a number of workshops for pre-service teachers, university educators, and supervising teachers with the University of Canberra and the Australian Catholic University (Canberra), and

• conducted consultations for the TQI project on the Professional Experience component of Initial

Teacher Education programs with over 250 principals, teachers, pre-service teachers and university educators.

The 2015 Report of the federal Teacher Education Ministerial Advisory Group (TEMAG) cited the ACT Government submission to the TEMAG inquiry into initial teacher education as providing examples of best practice. The collaborative career-progression model for pre-service teacher education, which has been pursued by TQI since its inception, was highly recommended by the report of the TEMAG inquiry.

The Australian Government response to the TEMAG report identified five areas of focus for further improvements to the quality of the teaching workforce and has tasked the Australian Institute for Teaching and School Leadership (AITSL) with progressing them in collaboration with education stakeholders, including teacher regulatory authorities in the States and Territories:

• Stronger quality assurance of teacher education courses.

• Rigorous selection for entry to teacher education courses.

• Improved and structured practical experience for teacher education students.

• Robust assessment of graduates to ensure classroom readiness.

• National research and workforce planning capabilities.

The principal recommendations of the TEMAG report are already in progress throughout many TQI initiatives and practices and all relate closely to TQI responsibilities.

In view of the legislative responsibilities of TQI, and the progress already in train in the ACT on the majority of the TEMAG recommendations, the Minister requested TQI to take the leading role in the ACT implementation of the TEMAG report recommendations. The TQI Board’s Professional Experience Committee has been re-constituted as the Initial Teacher Education Committee in acknowledgement of the key importance of this


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work. It includes representatives from all key ACT education stakeholders including employers, teachers, ACT Universities providing Initial Teacher Education and teacher unions.

Enhancing collaboration

TQI continues to place high priority on facilitating collaborative practices across the teaching profession as a whole in the ACT.


• continued its cross-sectoral teacher mentoring network with meetings each term

• initiated a cross-sectoral beginning teacher network to support early-career teachers and their supervisors and mentors, and

• supported research examining the experience of teachers moving from provisional to full registration conducted jointly by Ms Mary Gallagher at the Australian Catholic University (Canberra) and Dr Misty Adoniou at University of Canberra.

TQI also continues to maintain strategic relationships with national bodies such as AITSL, ATRA, the Australian Council for Educational Leadership (ACEL) and the Australian Council of Educational Research (ACER).


• played a key role in the first national Certification moderation between certifying authorities held in July 2014 and February 2015

• facilitated the engagement of State and Territory regulatory authorities in the National Teacher Workforce Data project (NTWD), to develop the NTWD report released on 12 November 2014 at the National Teacher Workforce Evidence Forum held at the Australian Government Department of Education, and

• presented as part of an expert panel at the forum on opportunities for collaboration in gathering teacher workforce evidence.

Cross-sectoral panel with Louise Hanlon (DOE) and Professor John Hattie (AITSL) discussing the TEMAG report.


Outlook

TQI will continue to facilitate the embedding of the Australian Professional Standards for Teachers into teaching practice in ACT schools. Demand from ACT teachers for certification against the higher levels of the standards is expected to increase as a result of workplace changes affecting a significant proportion of teachers.

TQI will also continue to promote high quality professional learning and professional engagement by teachers.

A major focus of TQI developmental effort will be on work flowing from the TEMAG Report and national initiatives directed towards improving Initial Teacher Education and accreditation processes, as well as on reporting of teacher workforce data.

The TQI Strategic Plan is being re-developed for the period 2015-18.

TQI received funding in the ACT Budget 2015-16 for enhancements to its business system to support improved recording of the professional learning and professional practice requirements of the regulatory framework. Work will commence before the end of 2015 and is expected to be completed by 2019.

B.4 RISK MANAGEMENT TQI pursues integrated risk management in all planning and operational processes. Risks particular to TQI arising from its legislative mandate are identified and assessed for management at a range of levels within TQI.

Strategic Risks are identified as a part of the development and review of the TQI Strategic Plan. Strategic risks, their assessment and treatments, are approved by the TQI Board. Operations/Service level risks are identified in TQI service standards, policies and procedures. The responsibility for assessing and responding to operational level risks lies with the Chief Executive Officer and TQI staff. Project risks are identified in project plans and for ICT projects within the project guidelines approved

by Shared Services. The responsibility for assessing and responding to project risks lies with TQI project managers and project steering committees.

B.5 INTERNAL AUDITTQI is covered by the audit arrangements of the Education and Training Directorate audit framework.

B.6 FRAUD PREVENTIONFraud prevention measures incorporating procedural checks and balances to minimise the risk of financial and other fraud are included in TQI policies and procedures, particularly those involving financial transactions and regulatory activities.

B.7 WORKPLACE HEALTH AND SAFETYIn the reporting period TQI has had no incidents requiring reporting under the Work Health and Safety Act 2011.

B.8 HUMAN RESOURCES MANAGEMENT

Staffing Profile

TQI has a small staff comprising the Chief Executive Officer and 10.6 FTEs. The staff gender ratio is 81% female, 19% male. Staff are supplemented by seconded staff from schools across the sectors for specific programs.


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Professional Development

TQI staff attended a range of professional development activities including internal TQI training, Whole-of-Government initiatives and specialist external programs. This has included interstate network meetings with other jurisdictions, participation in Whole-of-Government communities

of practice and administrative courses. Topics covered included the assessment of teacher qualifications, teacher registration consistency, mutual recognition across jurisdictions, the national Initial Teacher Education accreditation framework, International English Language Testing System (IELTS), regulation and risk management, records management and data analysis and reporting.

C. FINANCIAL MANAGEMENT REPORT

C.1 FINANCIAL MANAGEMENT ANALYSISTQI continues to operate in a sound financial manner. The ACT Government and registration fees remain the primary sources of revenue for TQI.

C.2 FINANCIAL STATEMENTSThe summary report below shows the details of income and expenses for TQI for the financial year 2014-15 in accordance with the direction issued by the Minister for Education and Training under section 25 of the Act.

Note No. Actual 2015 $’000

INCOME

Revenue

Government Payment for Output 1 976

Interest 43

Other Revenue 2 793

Grants 3 19

Total Revenue 1,831

EXPENSES

Employee Expenses 1,422

Superannuation Expenses 211

Supplies and Services 4 714

Total Expenses 2,347

Operating (Deficit)/Surplus (516)

Cash at bank at the end of 2014-15 733


Notes forming part of revenue and expenditure:1. The appropriation is drawn down by the Education and Training Directorate and passed on to TQI.2. Other Revenue consists of own source revenue from registration fees. This revenue is seasonal and is mainly collected between January and

March when registrations are renewed.3. Grant from Australian Institute for Teaching and School Leadership.4. Supplies and Services consists of:

2014 $’000

Property Maintenance 7

Materials and Services 284

Database Development 190

Travel and Transport 15

Administrative 30

Financial 2

Operating Lease 91

Grants 95

714

C.3 CAPITAL WORKSDuring the reporting period TQI expended the rolled over capital funds remaining from the 2012-13 capital budget allocation for its business system and online capabilities. Development in the period focused on the delivery of online functionality for teacher recording and reflecting on Professional Learning for registration purposes.

C.4 ASSET MAINTENANCEThe TQI business system is the single most significant asset of the Institute. Maintaining and updating that system is a key operational consideration. As noted above, TQI received additional funding in the 2015-16 Budget for improvements to its business system to support improved recording of professional learning and the professional practice requirements of the regulatory framework.

C.5 GOVERNMENT CONTRACTINGProcurement processes undertaken by TQI comply with the ACT Government procurement legislative framework. Procurement decisions are authorised by the appropriate delegate within TQI. TQI utilises Whole of Government procurement arrangements to seek advice and support in relation to procurement and contract management issues.


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E.2 ACT TEACHER WORKFORCE ANALYSIS

ACT Teacher Workforce Analysis

This section provides key data on the ACT teacher workforce derived from information provided by teachers as part of the registration process. It also reports on other specific matters required by section E.2 of the Chief Minister’s Annual Report Directions.

There were 7,615 approved teachers as at 30 June 2015. 787 teachers were newly approved during the reporting period.

Approved Teachers by Approval Type

Permit to Teach 1%

Provisional Registration 15%

Full Registration 84%

Approved Teachers by Employer and Gender

Sector Number of teachers

% of approved teachers % female % male

Catholic Education 1299 17% 79% 21%

Education and Training Directorate 4508 60% 77% 23%

Independent Schools 1443 19% 67% 33%

Not Currently Teaching in the ACT 319 4% 74% 26%

1. Figures exclude approved teachers whose employment status is not recorded with TQI.2. A teacher may have more than one employer.3. Not Currently Teaching in the ACT refers to people with TQI approval who are recorded with TQI as not currently teaching in an ACT School.4. Teachers working in the Central Office of an employer are included in the sector numbers.


Approved Teachers Qualifications

Bachelor Degree

Graduate Diploma/

Certificate - All

Graduate Diploma/ Certificate – Non

Education

Masters Degree

Doctoral Degree

Number of approved teachers reporting

7398 3042 644 1372 123

Percentage of approved teachers reporting

97.1 40.0 8.5 18.0 1.6

1. A teacher may have multiple qualifications.2. Figures displayed only for levels 7-10 of the Australian Qualifications Framework.3. Qualifications for approved teachers who were registered under Transitional arrangements in 2011 are self-reported.

H. MINISTERIAL DIRECTIONSTQI is required to report on Ministerial Directions as follows:

a) a copy of any direction given under section 25 of the TQI Act during the year;

b) a statement by the institute about action taken during the year to give effect to any direction given (whether before or during the year) under this section; and

c) anything else prescribed by regulation.

Over the reporting period:

a) No s25 directions were given.b) No action is required.c) No additional matters have been prescribed by

regulation.

Freedom of Information

The ACT Freedom of Information Act 1989 (the FOI Act) aims to extend, as far as possible, the right of the community to access information in the possession of the ACT Government. As an ACT Government authority, TQI is subject to the FOI Act.

This right of access is limited by certain exceptions and exemptions specified in the FOI Act. These include the private and business affairs of persons in respect of whom information is collected and

held by TQI. As well, the TQI Act limits access to the personal information held on individual teachers on the teachers’ register maintained by TQI (see, in particular, Div 4.4 of the TQI Act).

TQI has prepared the following statements under sections 7, 8, and 79(2), of the FOI Act.

The Section 7 Statement concerns the publication of information about functions and documents of TQI. The Section 8 Statement refers to documents in the possession of TQI that are available for inspection. The Section 79(2) statement details the actual requests for access to documents under the FOI Act in the reporting period.

Section 7 Statement

Organisational functions and powers

TQI administers the TQI Act. The organisational functions and powers of TQI under that Act are described in Section B.1 of this Report.

Documents available on request and without charge

Documents within this category include publications produced by TQI on various aspects of its activities.


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Documents available under the FOI Act

Such documents may include:

• general records, including minutes of meetings, agendas, background papers, and policies

• administrative records including correspondence

• personnel records • records held in connection with TQI functions • financial records • contracts.

People seeking information are encouraged first to contact TQI before using the more formal FOI process.

For more information contact: ACT Teacher Quality Institute 02 6205 8867 [email protected]

Section 8 Statement

Section 8 of the FOI Act requires TQI to make available a list of documents TQI staff use when making decisions.

The principal documents are:

• Teacher Registration and Permit to Teach Policy

• TQI Procedure for Review of Registration

• Teacher Registration Qualifications Policy

• Australian Qualifications Framework

• Continuing Professional Learning and Program Accreditation Policy

• Continuing Professional Learning Program – TQI Accreditation Guide June 2015

• TQI National Certification of Highly Accomplished and Lead Teachers Policy

• 2015 ACT Certification of Highly Accomplished and Lead Teachers – TQI ACT Certification Guide

• 2015 ACT Certification of Highly Accomplished and Lead Teachers – Assessor Handbook

• Australian Professional Standards for Teachers

• 2015 – Progressing from Provisional to Full Registration – A Guide for Professional Guidance Panels of Provisionally Registered Teachers

• 2015 – Progressing from Provisional to Full Registration – A Guide for Provisionally Registered Teachers.

Section 79(2) Statement

TQI received no FOI requests during the reporting year.

Public Interest Disclosure

The Public Interest Disclosure Act 2012 defines the types of wrongdoing that fall within the definition of disclosable conduct. Disclosable conduct includes any activity by an individual or an ACT Public Sector entity that:

• is illegal • misuses or wastes public money or resources • is misconduct • is maladministration • presents a danger to the health or safety of the

public • presents a danger to the environment.

No disclosures were received in the reporting period.

For more information contact:

The secretariat, the Chief Executive Officer or the Board Chair of TQI:

Secretariat: ACT Teacher Quality Institute

Ms Anne Ellis Chief Executive Officer ACT Teacher Quality Institute

Dr William Maiden Board Chair ACT Teacher Quality Institute

PO Box 263 JAMISON CENTRE ACT 2614 Telephone: 02 6205 8867


ATTACHMENT 1

2014-15 Accredited Professional Learning Programs

(Section E.2 of the Chief Minister’s Annual Report Directions requires that TQI’s annual report include the education programs available for the professional learning and development of teachers.)

Non school based Professional Learning

Program name Provider

2015 ACTMEN Conference ACT Music Educators Network Inc

3PReggs 3P Learning Australia Pty Limited

AAMT Conference 2015: Learn, Lead, Link - Day 1 Mathematics Association of NSW Inc



AATE & ALEA Post Conference Institute - The Two Sisters CAFÉ Approach

ALEA

ABC, 123, Do Re Mi - Orff Schulwerk for the everyday classroom.

Orff Schulwerk Association of NSW Inc.

ACT ACTIVATE 2015 Peak Phys Ed

ACT Masterclass for ACTivate Peak Phys Ed

ACT Teacher Mentor Program Days 4-5 Education Institute, University of Canberra

ACTATE: Sharing the Secrets of Success 2015 ACT Association for the Teaching of English (ACTATE)

ACT-Indigenous Success Project – targeting ACT-IS teachers

University of Canberra (Student Engagement)

Acting For the Fun of It Acting For the Fun of It

Adapt and Learn Together asOne Therapy

Adolescents Struggling with Literacy: Meeting Their Instructional Needs

Susan Galletly Literacy Plus

Advocacy: Making Children’s Voices Heard and Getting Action Happening

Communities@Work

AFMLTA/MLTA Ready? Set? Go! Australian Curriculum: Languages Workshop

Modern Language Teachers Association of the Australian Capital Territory Incorporated


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African Drumming Course 2015 Drum Effect

Algebra as Story-telling Australian Mathematics Trust

Algorithmic Thinking - Digital Technology Australian Mathematics Trust

Alison Clark Beyond spelling DSA Dyslexia SPELD ACT

All Things Choral KMEIA ACT Inc

An Actor Prepares Acting For the Fun of It

Animated Gif production in Photoshop School of Art Australian National University

Anxiety & Depression Workshop (late Primary school/High School/ College)

i talk mental health

‘Appy Hour! and Music Technology in the Classroom! Orff Schulwerk Association of NSW Inc.

Asia Education Foundation Forum - Building Asia Capability in ACT Schools

Modern Language Teachers Association of the Australian Capital Territory Incorporated

ASIC MoneySmart Teaching Lead Teacher Program Australian Securities and Investments Commission (ASIC)

Australian Curriculum Senior Secondary: Sharing the Journey

ACT Association for the Teaching of English (ACTATE)

Australian Literature in the English Classroom ACT Association for the Teaching of English (ACTATE)

Autism Awareness and Strategies for the Educational Environment - Online

TTA

Batyr@School for Teachers Batyr Australia Limited

Behaviour Management for Beginning Teachers The Dynamic Learning Group

Big Picture Education Foundation Big Picture Education

Bright But Struggling 1 Australian Gifted Support Centre

Brush Up Your Shakespeare Acting For the Fun of It

Building Learning Power in Practice Better Learners Australia Pty Ltd

Building Strong Teaching Teams Dragonfly Consulting & Coaching Pty Ltd

Capitalising on Curiosity AATE & ALEA National Conference Day One

ALEA



Capitalising on Curiosity AATE & ALEA National Conference Day Three

ALEA

Capitalising on Curiosity AATE & ALEA National Conference Day Two

ALEA

Chinese cultures and language teaching The Australian School of Contemporary Chinese (ASCC)

Choice, Music and the Curriculum ANU Music Program

Common Eye Diseases RIDBC Renwick Centre

Connected Educator Summit 2015: Be the change Syba Signs

CONSEA ACT 2014 Science Educators Association for ACT (SEA ACT)

Conversations For Life OzHelp Foundation

Conversations for Life Facilitator course OzHelp Foundation

Cracking the Hard Class The Dynamic Learning Group

Creatively exploring digital printing in photography and the visual arts

School of Art Australian National University

Curating Digital Collections for the Australian Curriculum Workshop

Syba Signs

Curriculum of giving for student and staff wellbeing and engagement

Education Institute, University of Canberra

Curriculum of giving for student and staff wellbeing and engagement (2 hour)

Education Institute, University of Canberra

Curves from Apollonius to Bezier UNSW School of Mathematics and Statistics

Dance - Kindergarten to Year 2 Canberra Dance Theatre

Dance Around the World Orff Schulwerk Association of NSW Inc.

Dealing With Scientific Misconceptions Science Educators Association for ACT (SEA ACT)

Developing Differentiated Curriculum for Gifted Learners - Part 1

Gateways Education

Developing Differentiated Curriculum for Gifted Learners Part 2

Gateways Education

Developing Inquiry-Based Science Lessons The Ian Potter Foundation Technology Learning Centre


ANNE

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Differentiated Instruction – Proven Strategies for Success.

TTA

Differentiating the Curriculum! Promoting Learning International

Digital Storytelling for Language Production by EAL/D students

ATESOL ACT

Digital video compositing with green screen School of Art Australian National University

Driving Energy Efficiency Through Student Engagement ACT Environment and Planning Directorate

Dysgraphia, Dyscalculia and Working Memory for Primary Teachers

The Dyslexia-SPELD Foundation of WA (Inc)

Dysgraphia, Dyscalculia and Working Memory for Secondary Teachers

The Dyslexia-SPELD Foundation of WA (Inc)

Dyslexia and SLD DSA Dyslexia SPELD ACT

Educating Gifted and Talented Students Australian Gifted Support Centre

Education for Sustainability in Your School Grounds Workshop

ACT Environment and Planning Directorate

Education for Sustainability Through School Food Gardens

ACT Environment and Planning Directorate

Emotional Intelligence for Teachers 4D Learning

Ensuring A Gentle Start: Effective Earliest Word Reading Instruction for At-Risk Readers


ETD - Understanding Gifted Learners: Planning The Way Forward

Gateways Education

Everyday encounters, transformative learning Communities@Work

Everyone Everyday - A teachers toolkit for the inclusion of people with disability

Disability ACT

Experimental Science Unit Planning Workshop Kerry Lever

Folk Songs and Games Across the Curriculum ANU Music Program

Food&ME Nutrition Education Nutrition Australia ACT Incorporated

Foundations in Early Mathematics The Association of Independent School of NSW

From Page to Stage Acting For the Fun of It



Fun with Dramatising the Curriculum ANU Music Program

Fun with Music and Art 2015 ANU Music Program

GEM Literacy: Dialogue GEM Literacy

Good to great to innovate- Recalculating the route K-12+

Australian Council for Educational Leaders (ACEL)

Grammar & Comprehension ACE: Practical Activities K-6

Sally Robinson-Kooi, Literacy and TESOL Consultant, Bridging with Blocks

Grammar knowledge for teachers Education Institute, University of Canberra

Guided Inquiry Design for the Australian Curriculum: Putting it into Practice

Syba Signs

Hands-On Design Thinking The Ian Potter Foundation Technology Learning Centre

Hands-On Design Thinking Intro 3D Design The Ian Potter Foundation Technology Learning Centre

Hands-On History: European Scientists and Experiments

The Ian Potter Foundation Technology Learning Centre

Hands-On Science Activities to Inspire Students and Teachers


Hands-On with Heat Kerry Lever

IB Making the PYP Happen International Baccalaureate - Asia Pacific

Identifying Learning Difficulties DSA Dyslexia SPELD ACT

Inclusive Education National Institute for Christian Education

Innovative assessment in the face of changing curriculum: testing times.

Australian Curriculum Studies Association

Inquiry Learning and the Nature of Science Seminar Science Time Education

Inquiry Learning Using Hands On Science The Ian Potter Foundation Technology Learning Centre

Introduction and Implementation of Professional Learning Teams (PLTs) and Cycles of Inquiry.

DavisGreig Consultancy

Introduction to Consumer and Financial Literacy Education for Teachers- ASICsMoneySmart Teaching

Australian Securities and Investments Commission (ASIC)

JASON Learning - Climate: Seas of Change 1 Day Gateways Education


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JASON Learning - Tectonic Fury 1 Day Gateways Education

Keeping Problem Solving at the centre Australian Mathematics Trust

Kodaly in the Secondary Classroom KMEIA ACT Inc

Learn how to teach your class grammar for the Australian Curriculum

DR Judith Ann Reardon

Learn the Piano in 3 Hours ANU Music Program

Leaving To Learn Big Picture Education

Lets Sing and be Merry - Orff Schulwerk today. Orff Schulwerk Association of NSW Inc.

Literacy and Numeracy Coaching Academy Independent Schools Queensland

Little Scientists - Water Workshop Communities@Work

Looking at Classroom Practice Australian Institute for Teaching and School Leadership (AITSL)

Love Learning Conference 2015 3P Learning Australia Pty Limited

Making it Work: Autism Spectrum Disorder, Adjustment and Modification

One Certification Ltd.

Mapping, designing and implementing a curriculum program

Eduwebinar Pty Ltd ATF Professional Learning Network

Mathletics Certification Level 1 3P Learning Australia Pty Limited

Mathletics Certification Level 2 3P Learning Australia Pty Limited

Measuring Student Reading Progress for Schools PL workshop

MultiLit Pty Ltd

Mental Health and Wellbeing of Young People Seminar Generation Next

MEP Basic Principles and Practice ANU Music Program

MEP Early Childhood Course - 2015 ANU Music Program

MEP Primary Course - 2015 ANU Music Program

Message Stick learning - Creation time (Module 2) Education Dreaming

Message Stick Learning - Creation time (Workshop Module 2)

Education Dreaming



Message Stick learning - Indigenous Kinship systems (Module 5)

Education Dreaming

Message Stick Learning - Indigenous Kinship systems (Workshop Module 5)

Education Dreaming

Message Stick learning - Indigenous Language groups of Australia (Module 4)

Education Dreaming

Message Stick Learning - Indigenous Language groups of Australia (Workshop Module 4)

Education Dreaming

Message Stick learning - Indigenous Stories of the Dreaming (Module3)

Education Dreaming

Message Stick Learning - Indigenous Stories of the Dreaming (Workshop Module 3)

Education Dreaming

Message Stick learning - Indigenous Weather Seasons (Module 6)

Education Dreaming

Message Stick learning - Snapshot Indigenous people today (Module 1)

Education Dreaming

Message Stick Learning - Snapshot Indigenous people today (Workshop Module 1)

Education Dreaming

Mini COGE School of Education UNSW

MiniLit Professional Learning Workshop MultiLit Pty Ltd

MLTA ACT Inc. Mini-Conference 23 August 2014 Modern Language Teachers Association of the Australian Capital Territory Incorporated

MOVE UP! for High Schools and Colleges Ausdance ACT

MOVE UP! for Primary 5/6 Ausdance ACT

MultiLit Reading Tutor Program Professional Learning Workshop

MultiLit Pty Ltd

MultiLit Word Attack Skills Extension Professional Learning Workshop

MultiLit Pty Ltd

Music in the Primary Classroom Sydney Symphony Orchestra

Music through Children’s Literature Orff Schulwerk Association of NSW Inc.

Musica Viva Teacher Forum, Discovering Your Voice- Singing in the Early Childhood Classroom

Musica Viva Australia


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Musica Viva Teacher Forum, The ANZAC Legacy Through Music


Ógham Soup Live Performance Plus Professional Development


Online Module-Introduction to Consumer & Financial Literacy Education - MoneySmart Teaching

Australian Securities and Investments Commission (ASIC)

Orff Schulwerk Levels - Movement Orff Schulwerk Association of NSW Inc.

Orff Schulwerk Levels - Orchestration Orff Schulwerk Association of NSW Inc.

Orff Schulwerk Levels - Technique and Improvisation Orff Schulwerk Association of NSW Inc.

Orff Schulwerk Levels - Vocals (singing) Orff Schulwerk Association of NSW Inc.

Orff Schulwerk Levels -Pedagogy Orff Schulwerk Association of NSW Inc.

Orff Shulwerk Levels - Recorder Orff Schulwerk Association of NSW Inc.

Pedagogy: An Indigenous Perspective NSW ACT Independent Education Union

Playing With Grammar ALEA

Population Growth and the Logistic Curve UNSW School of Mathematics and Statistics

Positive Behaviour Management and Pedagogy Education Institute, University of Canberra

Positive Partnerships: Supporting School age students on the autism spectrum

Partnerships between Education and the Autism Community (Positive Partnerships)

Positive Partnerships: Supporting School age students on the autism spectrum (5-day equivalent)

Partnerships between Education and the Autism Community (Positive Partnerships)

‘Power through the pen’ Writing to Increase Literacy and Learning Across Content Areas

ALEA

PreLit Professional Learning Workshop MultiLit Pty Ltd

Primary Printmaking: Simple classroom printmaking techniques


Professional learning in Chinese teaching: Chinese writing

The Australian School of Contemporary Chinese (ASCC)

Professional support session for Experienced Teacher Action Research applicants

The Association of Independent School of NSW

Public Speaking and Presentation Skills 4D Learning



Reading and Writing Through Inquiry International Baccalaureate - Asia Pacific

Scaffolding Literacy Education Institute, University of Canberra

Science By Doing PL Program Australian Academy of Science

Science Inquiry Skills Science Educators Association for ACT (SEA ACT)

Seminar: Technology and the Future Design and Technology Teachers Association ACT

Seminar: Technology and the Future - Programming Design and Technology Teachers Association ACT

Simple instruments - Hands On Activities to enhance music-making

ANU Music Program

Spelling – a repertoire approach Education Institute, University of Canberra

Spelling in the primary school years Tessa Daffern

Spell-It Professional Learning Workshop MultiLit Pty Ltd

Stronger Smarter Leadership Program (SSLP) Stronger Smarter Institute

Success in Transitions Conference - Day 1 Imagine More Ltd

Success in Transitions Conference - Day 2 Imagine More Ltd

Summative Assessment Communities@Work

Supervising Preservice Teachers program - Unpacking the Graduate Standards module

Australian Institute for Teaching and School Leadership (AITSL)

Supervising Preservice Teachers program - Effective Partnerships module


Supervising Preservice Teachers program - Making Judgements module


Supervising Preservice Teachers program - Practice Analysis module


Supporting Children and Adolescents with Vision Loss RIDBC Renwick Centre

Supporting Children with Additional Needs in Mainstream Settings

Communities@Work

Supporting Students with Hearing Loss in Mainstream Classrooms

RIDBC Renwick Centre


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Supporting teachers through the Experienced Teacher Action Research Pilot Project

The Association of Independent School of NSW

Sustainable Energy: an unbiased Review of Options TTA

Synthetic Phonics – Fast and Fun TTA

Teaching Children Social Skills; Strategies for Early Childhood Teachers

Communities@Work

Teaching English Grammar and Vocabulary for Writing and Reading

TTA

Teaching Essay Writing Jeanne O’Malley

Teaching Mathematics National Institute for Christian Education

Teaching Primary Drama: Creative Movement for Drama

Pip Buining

Teaching Primary Drama: Fundamentals, The Elements & Improvisation

Pip Buining

Teaching Primary Drama: Process Drama & Playbuilding

Pip Buining

Teaching to the Instructional Needs of Children with Reading Weakness: Theory & Practice


The Core Skills of Public Speaking 4D Learning

The three R’s Risk, Resilience & Recovery i talk mental health

The Written Curriculum International Baccalaureate - Asia Pacific

Thinking Schools, Thinking Students: Creating a Tool Box for Thinking

Australian Catholic University Limited

Trauma informed teaching Therapeutic Welfare Interventions Pty Ltd

Understanding digital printing in photography and the visual arts


Use of the interactive whiteboard in the French class Alliance Française de Canberra

User Group Meeting Empowered Learning

Using Digital Communication Technology for Science Lessons




Using Quizzes in the Classroom - Create, Play, Share Quizling Pty Ltd

Voice Works UC Music (University of Canberra)

Voting in the Classroom Australian Electoral Commission

Waste and Recycling in Schools - educational and fun! ACT Environment and Planning Directorate

When are we going to use this? Australian Mathematics Trust

Why oracy is critical for improving inferential comprehension

ATESOL ACT

Winter Warmers KMEIA ACT Inc

Working Memory Difficulties – Effective Classroom Instruction

DSA Dyslexia SPELD ACT

Writing Your Philosophy Communities@Work

Written Language: The Preparation, Process and Product

Montessori Australia Foundation

Yarnin’ Circles Communities@Work

Zeeko Live Performance Plus Professional Development


School based Professional Learning programs


A Balanced Numeracy Program Gordon Primary

A lens on the Australian Curriculum: Creative and critical thinking

Turner School

A Pathway to Cultural Competence Catholic Education Office

A Pathway to Cultural Competence - Day 3 Catholic Education Office

A Pathway to Cultural Competence for Executive staff Catholic Education Office

Aboriginal Contact Teacher Network Meeting Catholic Education Office

Accepting the Challenge: Action Inquiry Program Central Office ETD


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ACER: National School Improvement Tool (NSIT) - 3 days

Central Office ETD

Achievement Standards and Success Criteria at Campbell High

Campbell High

Achievement Standards linked to Programming and Reporting

Latham Primary

Adolescent Mental Health for Teachers Canberra Girls’ Grammar School

Adolescents Struggling with Literacy: Namadgi School

Advanced Skills: Coaching Teachers in Essential Skills Central Office ETD

Analysing Spelling to Differentiate Student Learning St Matthew’s Primary

Aspiring Leaders Program - Day 3 (ETD) School Leadership

Aspiring Leaders Program - Day 4 (ETD) School Leadership

Aspiring Leaders Program 2015 - Day 1 (ETD) Learning and Teaching Branch

Aspiring Leaders Program 2015 - Day 2 (ETD) Learning and Teaching Branch

Assessment - Inquiry and Discovery Good Shepherd Primary

Assessment For Learning St Monica’s Primary

Assessment for Learning: Numeracy Sts Peter and Paul Primary

Assessment Strategies Wanniassa Hills Primary

Australian Children’s Television Foundation and the Australian Curriculum

Central Office ETD

Australian Curriculum: Languages Central Office ETD

Australian Curriculum: The Arts Central Office ETD

Authentic Literacy Practises St Clare of Assisi Primary

Becoming a Professional Learning Community Belconnen High

Behaviour Guidelines @ Latham Latham Primary

Being people of Justice and Equity Sacred Heart Primary

Ben Walden: Leadership on Stage (Part A) Central Office ETD



Ben Walden: Leadership on Stage (Part B) Central Office ETD

Big Ideas in Secondary Mathematics Merici College

Blue Gum January 2015 Blue Gum Community School

Blue Gum Pre School Jan 2015 Blue Gum Community School

Building Teacher Capacity through classroom observation

Aranda Primary

BYOD – Practical Approaches Calwell High

Canberra REAIE Network Meetings Canberra Grammar School

Career Adviser Mentor Program Central Office ETD

Category 3 Theory Of Knowledge Canberra Girls’ Grammar School

Catholic Education and Australian Catholic University Mentors’ Training Day

Catholic Education Office

CBLH Differentiation in the Classroom Campbell High

CHANGE2 Central Office ETD

Chatz with Jatz - Class Act St Edmund’s College

Chatz with Jatz - Visible Learning St Edmund’s College

Circle Time: Advanced Application of the Circle Time Process

Central Office ETD

Circle Time: Strengthening Relationships in the P-10 Classroom

Central Office ETD

Cluster PLCs for Transition - Campbell HS, Lyneham HS, Dickson College

Dickson College

CoCoaching (“Enhancing the quality of conversations in school communities”)

North Ainslie Primary

COG - Conversations that enable Opportunities for Growth

Good Shepherd Primary

Collaboration in PLCs Majura Primary

Collaborative Applications for Educators - Part 1 Merici College

Collaborative Applications for Merici Educators Merici College


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Collaborative Coaching @ Murrumbidgee Education and Training Centre

Murrumbidgee Education And Training Centre - Bimberi

Collaborative Problem Solving Central Office ETD

Colleges Conference Ten: 2015 Hawker College

Combined EALD, Literacy and Numeracy Professional Learning Forum Term 4

Central Office ETD

Combined Literacy, Numeracy and EAL/D Professional Learning Forum

(ETD) Learning and Teaching Branch

Communities of Practice at Dickson College Dickson College

Conversations for Life (ETD) Student Engagement and Student Wellbeing Branch

Cooperative Reading with Information Texts Gordon Primary

Count Me In Too (CMIT) Central Office ETD

Count Me In Too (CMIT) Facilitator Training Central Office ETD

Creating a Whole School Formative Assessment System

Weetangera Primary

Creating communities of engaged writers Rosary Primary

Creating Communities of Engaged Writers St Benedict’s Primary

Cultural Awareness Program Telopea Park School

Curriculum - Understanding By Design St Bede’s Primary

Curriculum of Giving Parts 1 and 2 Daramalan College

Curriculum Renewal: UBD Campbell Primary

Curtin values and pedagogy Curtin Primary

Design Thinking for the Classroom Brindabella Christian College

Designing and Validating Quality VET Assessment Catholic Education Office

Designing, Implementing and Monitoring Reading in your school


Developing a Community of Practice (CPL Program) - Primary School

Canberra Grammar School



Developing a Literacy Block Canberra Grammar School

Developing a school-wide culture of continuous learning

St Thomas the Apostle Primary

Developing A Shared Vision (Jnr School) Radford College

Developing A Shared Vision and Embedding Best Practice

Radford College

Developing Content Knowledge in Disciplines through Reading of Complex Texts


Developing Differentiated Curriculum for Gifted Learners Part 2


Developing High Quality Assessment Tasks for Improved Student Outcomes

St Mary MacKillop College

Differentiated Problem Solving Amaroo School

Differentiation in the School Setting Forrest Primary

Differentiation: A Focus on Learning Lyneham Primary

Disability Standards for Education e-learning online package

(ETD) Student Engagement and Disability Services Branch

Discovering and Incorporating Aboriginal Cross-Curriculum Priorities

St Matthew’s Primary

EAL/D Professional Learning and Leadership Forum - bringing the fact sheets out of the box 1


EALD Teachers’ Professional Learning Forum Term 1 Central Office ETD

Early Childhood Education Network Sessions : Promoting Parental Engagement

Central Office ETD

Early Childhood Education Network Sessions: (Session 3 2014)

Central Office ETD

Early Childhood Education Network Sessions: (Session 4 2014)

Central Office ETD

Early Years Module - 1 (ETD) Learning and Teaching Branch




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Early Years Network Sessions - The Outdoor Challenge (ETD) Learning and Teaching Branch

Early Years Network Sessions - Unpacking the Cultural Literacy Pack


eLearning: Interactive PDFs Merici College

Embedded Formative Assessment Sacred Heart Primary

Embedding Aboriginal and Torres Strait Islander histories and cultures in the learning program

Central Office ETD

Embedding Formative Assessment Belconnen High

Embedding Formative Assessment Wanniassa School

Embracing the Australian Curriculum through Team Teaching to meet individual needs

John Paul College

Engage! Inspire! Read! Building a reading culture in schools

Marist College

Engaging Students in Reading and Writing Holy Spirit Primary

Engaging students through inquiry based pedagogy Gold Creek School

Engaging Students with Performance Poetry Canberra Girls’ Grammar School

Engaging through Environment (ETD) Learning and Teaching Branch

Enhance 2014: Bring Your Own Device (BYOD) Telopea Park School

Enhance 2014: Digital Citizenship Telopea Park School

Enhance 2014: Flipped Classroom and Blended Learning

Telopea Park School

Enhance 2014: Google Tools Telopea Park School

Enhance 2014: Social Media, Digital & Information Literacy, and Web 2.0 Tools

Telopea Park School

Enhancing Learning through Inquiry Holy Trinity Primary

Enhancing Student Learning: Virtual Drives Merici College

Ensuring A Gentle Start to Literacy Namadgi School



Essential Skills and Beyond Central Office ETD

Essential Skills for Classroom Teachers Central Office ETD

Exploring Mathematics Theory and Practice at Palmerston District Primary School with Carol Spencer

Palmerston District Primary

First Steps Reading Hawker Primary

First Steps Reading (2nd Edition) Central Office ETD

First Steps Speaking and Listening Central Office ETD

First Steps Writing (2nd edition) Central Office ETD

Flipping the Classroom with Canvas St Edmund’s College

Formative Assessment and Mathematics Gordon Primary

Formative Assessment in Practice Richardson Primary

Functional Behaviour Assessment (FBA) Central Office ETD

Functional Grammar St Francis Xavier College

Further Development of Mathematical Problem Solving St Clare of Assisi Primary

Gifted and Talented PL - Differentiating the Curriculum Gungahlin College

Gold Creek School Restorative Practices Gold Creek School

Google in your classroom - taking it to a new level Marist College

Google Summit - Keynote Presentations (ETD) People and Performance, Any Other Branch

Gordon Primary Curriculum- Practice & Pedagogy Gordon Primary

Grammatikus St Edmund’s College

Hattie and the Teaching Standards Emmaus Christian School

Healthy Learning Communities Canberra Montessori School

Helping Students with Working Memory Difficulties Emmaus Christian School

How do I guide students to become more effective writers and spellers?

St Jude’s Primary

ICT Resources in your Classrooms Marist College


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Implementing Primary Connections from Kinder to Year 6

Good Shepherd Primary

Improving Pedagogy for Casual Teachers Catholic Education Office

Improving Student Outcomes through a Coaching approach


Improving student outcomes through Evidence Based Practices

Canberra College

Improving Student Outcomes through Raised Expectations


Improving Teacher Capacity for Quality Conversations with Student, Teachers & Parents

St Thomas Aquinas Primary

Inclusive Education: DDA & DSE: Disability Discrimination Act & Disability Standards in Education

St Francis Xavier College

Inclusive Education: Processes: Working Effectively with Inclusive Education Assistance


Increasing Numeracy outcomes for students from preschool to Year Six

St Joseph’s Primary

Inquiry Learning Richardson Primary

Inquiry Maths at Red Hill School Red Hill Primary

Inquiry-based Integrated Curriculum St Clare of Assisi Primary

Integration of the Australian Curriculum Sacred Heart Primary

Intentional Differentiation Macgregor Primary

International Baccalaureate Workshops – Art Narrabundah College

International Baccalaureate Workshops – Languages Narrabundah College

Introducing the MYP at Gold Creek Gold Creek School

Introduction to Deep Democracy Orana Steiner School

Investigating with Intent Macgregor Primary

iPad Pedagogy and Practice St Bede’s Primary

iPads for Learning St John the Apostle Primary



Jervis Bay Teacher Mentor Program Jervis Bay Primary

Journaling In Maths Kaleen Primary

Kagan Cooperative Learning Daramalan College

Kagan Day 2 Day 3 2014 Merici College

Kaleen Primary - Building the Capability and Capacity of our Teams

Kaleen Primary

Kaleen Primary – Using the Australian Curriculum to improve student outcomes -Mathematics PD

Kaleen Primary

Kids Matter - Component 3 Mount Rogers Primary

KidsMatter Component 2 SEL O’Connor Cooperative School

KidsMatter Component 2 Wanniassa Hills Wanniassa Hills Primary

KidsMatter Primary- Component 2 at St Monica’s Evatt St Monica’s Primary

Leading Improvements in Numeracy North Ainslie Primary

Leading Learners @ Holy Family Holy Family Parish Primary School

Learning by Design Lanyon High

Learning Difficulties Harrison School Harrison School

Learning From Practice at Cranleigh Cranleigh School

Learning in the Local: Pedagogy of Place Orana Steiner School Staff Conference 2015

Orana Steiner School

Learning Support Contact Day Catholic Education Office

Lending A Hand- Module 2 of Understanding and Responding Trauma

Central Office ETD

Literacy 1: Writing St Edmund’s College

Literacy 2: Writing St Edmund’s College

Literacy and Numeracy at Melrose Melrose High

Literacy and Numeracy Professional Learning Forum Term 1

Central Office ETD


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Looking At Classroom Practice St Clare’s College

Looking at Classroom Practice and the Classroom Practice Continuum


Making Connections in Maths Chapman Primary

Making Jesus Real Catholic Education Office

Making Learning Visible in the KPG Maribyrnong Primary

Making the PYP Happen Gold Creek School Gold Creek School

Mathematics in the Primary Classroom St John Vianney’s Primary

Maths for Early Learners with Rob Vingerhoets Southern Cross Early Childhood School

Maximising Student Outcomes - Response to Intervention

Kingsford Smith School

MCC BYOD Readiness Marist College

Meeting the Needs of Diverse Learners using Assessment for Learning.

Torrens Primary

Mental Computation at Namadgi School Namadgi School

Mental Computation: Teaching Fractions Namadgi School

Mentoring At St Anthony’s (MASA) St Anthony’s Parish Primary

Mentoring at St Francis of Assisi St Francis of Assisi Primary

Middle Years Mental Computation (MYMC) 1. Introduction

Central Office ETD

Middle Years Mental Computation (MYMC) 2. Addition and Subtraction

Central Office ETD

Middle Years Mental Computation (MYMC) 3 Multiplication and Division

Central Office ETD

Middle Years Mental Computation (MYMC) Facilitator Training


Middle Years Mental Computations: 4 Percentages Central Office ETD

Mind Matters Caroline Chisholm School Caroline Chisholm School

MTS Numeracy Planning and Programming Mother Teresa Primary School



Multi-sensory Intensive Phonics Instruction in K-2 Emmaus Christian School

MYMC Decimals Central Office ETD

MYMC Fractions Central Office ETD

Namadgi Kidsmatters Component 3 Namadgi School

Numeracy - How can we differentiate? St Vincent’s Primary

Numeracy Essentials (1) Catholic Education Office

Numeracy Essentials (2) Catholic Education Office

Numicon - Caroline Chisholm School Caroline Chisholm School

Online Learning and Collaboration Tools and Resources

Hawker College

Online Learning: Autism Spectrum Disorder Central Office ETD

Online Learning: Dyslexia and Significant Reading Difficulties

Central Office ETD

Online Learning: Motor Coordination Difficulties (MCD) Central Office ETD

Online Learning: Speech, Language and Communication Needs (SLCN)

Central Office ETD

Online Learning: Understanding and Managing Behaviour

Central Office ETD

Online Learning: Understanding Hearing Loss Central Office ETD

Operation TALE at St Thomas More’s St Thomas More’s Primary

PALLsACT#2: Module Three - Primary (ETD) Learning and Teaching Branch

PALLsACT#2: Module Three - Secondary (ETD) Learning and Teaching Branch

PALLsACT#2: Reading Institute Day - Primary (ETD) Learning and Teaching Branch

PALLsACT#2: Reading Institute Day - Secondary (ETD) Learning and Teaching Branch

Pastoral Care of Students 2015 Merici College

PBIS – Practical Strategies & Restorative practices Calwell High

PD in your PJs: The Power of Chrome Canberra Girls’ Grammar School


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Pedagogy, Learning Spaces and Project Based Learning

Brindabella Christian College

Peer Mentoring at Garran Primary School Garran Primary

Planning for Early Childhood Experiences across all Learning Areas

Maribyrnong Primary

Planning for Literacy 2015 Calwell Primary

Planning For Maths 2015 Calwell Primary

PLC Differentiation Practical Processes Calwell High

Positive Behaviour in Schools Model Calwell High

Primary Connections Jervis Bay Primary

Programming through Understanding by design Catholic Education Office

Programming through Understanding by Design - Curriculum and Assessment

John Paul College

Protective Behaviours Central Office ETD

PTSD - Supporting Student Outcomes, their Families and Teachers


QT Rounds assessment Facilitator workshop Canberra College

Quality Assessment St Clare of Assisi Primary

Quality Teaching Rounds Farrer Primary

Radford College Junior School Peer Based Professional Learning Program

Radford College

Reflective Practice Mother Teresa Primary School

Relationships, Thinking Skills and ICT Burgmann Anglican School

Responding to Intervention through Professional Learning Communities

St Michael’s Primary

Response to Intervention Mount Rogers Primary

Restorative Practices Merici College 2015 Merici College

Riding the Dragon of Change Lake Tuggeranong College



Ron Ritchhart ‘Culture of Thinking’ Canberra Girls’ Grammar School

Rules of Engagement Calwell High

SAMR: Redefinition - Audio Engineering Merici College

SAMR: Redefinition - Stop Motion Animation Merici College

SAMR: Using Redefinition in the Classroom Merici College

School Improvement Literacy Project St Thomas More’s Primary

School Webpages and Digital Resources Supporting the Australian Curriculum

Kaleen Primary

School Wide Pedagogy at St Thomas More’s St Thomas More’s Primary

Science and Religion NOT Science or Religion or God St Francis Xavier College

Seven Steps to Writing Success Burgmann Anglican School

Shaping Learning through Formative Assessment Holy Spirit Primary

SJO Integration and School Wide Pedagogy St Joseph’s Primary

Socrative in the Classroom St Francis Xavier College

South Weston High School Network PL Day 2015 Mount Stromlo High School

Strategic Cultural Awareness Day with Grant Sarra (ETD) People and Performance, Any Other Branch

Student Assessment St Thomas Aquinas Primary

Student Pathways Planning Leader Program (ETD) Student Engagement Branch, All other Areas

Successful Learning Through Successful Practice - Literacy

Mother Teresa Primary School

Supporting Children’s Wellbeing Isabella Plains Early Childhood School

Sustainability – Embedding practice in the Early Learning Centre


Sustainability in Early Childhood Holy Trinity Primary

Tactical Teaching: Reading Central Office ETD

Tactical Teaching: Speaking and Listening Central Office ETD


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Taking risks in play: going beyond the fence Mother Teresa Primary School

Talk for Writing Emmaus Christian School

Talking about Teaching and Learning St Clare’s College

Targeting Challenging Behaviour Central Office ETD

Targeting Educational Performance Catholic Education Office

Teacher Inquiry Program (MPSTIP) Phase:2 Macquarie Primary

Teacher of Reading St Francis Xavier College

Teaching English Additional Language Learners (Mainstream Classroom), Principals and Leaders

Central Office ETD

Teaching English Additional Language Learners (mainstream classroom): Primary School teachers

Central Office ETD

Teaching English Additional Language Learners (mainstream classroom): Secondary School Teachers

Central Office ETD

Teaching Meditation to Children Catholic Education Office

Teaching Writing in the Inquiry Classroom Holy Trinity Primary

Team building, KidsMatter and social/emotional learning

Fraser Primary

Team-Teach Central Office ETD

Technology and the Theorists - What, When, how and Why?


The Australian Curriculum and the Mathematics Framework

St John the Apostle Primary

The Differentiated Classroom and Students With a Disability

Brindabella Christian College

The Education Researcher Holy Family Parish Primary School

The Gospels as a form of Literature – How do I read them?


The Heart of Christian Teaching: More than a patchwork quilt.

Trinity Christian School



The heart of Christian Teaching; More than a patchwork quilt .Part 2

Trinity Christian School

The Heart of the Matter: Establishing and Implementing School Values

Gungahlin College

The Liturgy of the Church and Classroom Prayer Catholic Education Office

The Planning Cycle;where have we come from and where do we go from here?


The Planning Matrix and how it can work for you? Malkara School

The SAMR Ladder Good Shepherd Primary

Thinking about Spelling in Writing Canberra Girls’ Grammar School

Thriving in Times of Change Lyneham High

Transdisciplinary Maths learning through Inquiry pedagogies

Gold Creek School

Transforming Teaching and Learning - Module 3 Catholic Education Office

Transforming Teaching and Learning Module 1 Catholic Education Office



Treasures New and Old through UbD St John Vianney’s Primary

Understanding and developing the Growth Mindset Model

Canberra High

Understanding and Responding to Trauma Central Office ETD

Understanding by Design Ainslie School

Understanding GAFE for Use in the Classroom Amaroo School

Understanding how trauma effects student learning Kaleen Primary

Understanding Learning Difficulties Central Office ETD

Understanding Lesson Study Canberra Grammar School

Understanding the Diverse Learners in Primary Classrooms: Why some succeed and some do not.

Torrens Primary


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Understanding the role of Protective Behaviours in student learning

Kaleen Primary

Understanding the Sacraments-Confirmation Catholic Education Office

Unwrapping the Standards Macgregor Primary

Using assessment to inform and improve practice Kaleen Primary

Using Data to Improve Student Outcomes in Literacy and Numeracy


Using Data to Support Student Learning Holy Spirit Primary

Using documentation to enhance student learning Canberra Girls’ Grammar School

Using ICT to Enhance Learning and Teaching Burgmann Anglican School

Using ICT to Support Student Outcomes St Mary MacKillop College

Using PODD communication books Malkara School

Using Scholar in the classroom Lanyon High

Using SMART NAPLAN data to inform teaching Marist College

Using technology in the 21st Century Learning Environment

Marist College

Using technology to connect home and school. Mother Teresa Primary School

Using Technology to improve student outcomes at ADHS

Alfred Deakin High

Using the Quality Teaching Framework to Review a Semester of Assessment


Visible Learning St Clare’s College

Vocal Health for Teachers Trinity Christian School

Voice in the Western, Secular, Post-Modern World Brindabella Christian College

Web Literacy: Web Searching, Curation Merici College

Wellbeing Workshop Central Office ETD

Whole School Approach – Classroom Management and Student Engagement

Macgregor Primary



Whole School Positive Behaviour Support Cranleigh School

Working Like a Mathematician. St Francis Xavier College

Writers Workshop at Red Hill School Red Hill Primary

Writing - Where to now? St Vincent’s Primary

ATTACHMENT 2

Assessment standards required to be met by teachers.

(Section E.2 of the Chief Minister’s Annual Report Directions requires that TQI’s annual report include the current assessment and certification standards that are required to be met by teachers.)

New applicants are required to meet the following assessment standards:

Full Registration

Full registration is only available to experienced applicants who meet the criteria specified below.

Qualification(s) Completion of at least four years of higher education (full-time or equivalent) study including an accredited initial teacher education program accredited in Australia, leading to the achievement of a recognised qualification. Overseas qualifications will be accepted if they are assessed by TQI as equivalent.

Teaching experience 180 school teaching days in the previous five year period before the day the application is made.

Abilities, knowledge and skills

TQI must be satisfied that the person has the abilities, knowledge and skills of a comparable level to those in the Proficient level of the Australian Professional Standards for Teachers. If not applying under Mutual Recognition provisions, the applicant is required to submit a TQI Professional Practice Report completed and signed by a Principal or their delegate who can attest to the professional practice of the applicant.

Suitability to teach TQI will use a current Working with Vulnerable People (Background Checking) (WwVP) registration to satisfy itself of the applicant’s suitability to teach.

English language proficiency

TQI must be satisfied that the applicant meets the English language requirements specified in the Act. Applicants who have not undertaken the required four full years of higher education study in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, must provide proof of an academic IELTS test undertaken in the two years prior to the date of the application with scores of at least band 8 in Speaking and Listening and at least band 7 in Reading and Writing.


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Provisional Registration

Provisional registrants meet the qualification requirement for full registration but have not yet accumulated the required teaching experience or skills and abilities for Full registration. It is the appropriate category for Graduate entry and applicable as an interim measure when an applicant may meet the requirements for full registration but is unable at the time to provide the relevant supporting evidence.

Qualification(s) Completion of at least four years of higher education (full-time or equivalent) study including an accredited initial teacher education program accredited in Australia, leading to the achievement of a recognised qualification. Overseas qualifications will be accepted if they are assessed by TQI as equivalent.



TQI must be satisfied that the applicant meets the English language requirements specified in the Act. Applicants who have not undertaken the required four full years of higher education study in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, must provide proof of an academic IELTS test undertaken in the two years prior to the date of the application with scores of at least band 8 in Speaking and Listening and at least band 7 in Reading and Writing.

Permit to teach

A permit to teach is not a category of registration but an authorisation for a person to teach for a limited period in a specific teaching role. A permit to teach may be offered to applicants who do not meet the requirements for full or provisional registration but who have specialist knowledge, training, skills or qualifications, or have completed a teaching qualification that does not meet the eligibility requirements for full or provisional registration. This process requires a request to TQI from the employer wishing to engage the person in a teaching position where a suitably qualified or registered teacher is not available.



TQI must be satisfied that the applicant meets the English language requirements specified in the Act. Applicants who have not undertaken the higher education study, leading to the award of the qualification in their area of specialisation in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland must provide proof of an academic IELTS test undertaken in the two years prior to the date of the application with scores of at least band 8 in Speaking and Listening and at least 7 in Reading and Writing. If there is an exceptional demonstrated need by a school for the person’s particular specialist knowledge, band scores of no less than 7 in Speaking and Listening and 6 in Reading and Writing, may be considered appropriate.


ACT Teacher Quality Institute Regulation 2010 Part 2A

Assessment standards required to be met by teachers

Certification against Highly Accomplished and Lead level of the Australian Professional Standards for Teachers

Certification Only available to experienced applicants who meet the eligibility criteria and assessment requirements specified below.

Certification assessment Based on the submission of direct evidence of teacher practice and the direct observation of classroom practice conducted by nationally trained ACT assessors.

Eligibility criteria to apply for Certification

• Australian or New Zealand citizenship or Australian permanent residency visa.

• Satisfactory assessment in recent annual performance assessments, i.e. two annual assessments for Highly Accomplished or three annual assessments for Lead.

• Full registration with the ACT Teacher Quality Institute.

Current Certification standards - required to be met by teachers who elect to apply.

The collection of evidence required for assessment

• Annotated evidence of teacher practice accounting for each of the descriptors in all seven of the Highly Accomplished or Lead level Standards (up to 35 artefacts in total).

• Lesson observation reports.

• Teacher reflection on the direct evidence as a written statement addressing the Standards.

• A written description of a Lead initiative for Lead applications.

• Referee statements.

The direct observation of classroom practice

• Classroom observation.

• Discussion with the principal and other colleagues.

• Professional discussion with the applicant.


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BOARD OF SENIOR SECONDARY STUDIES ANNUAL REPORT 2014-2015


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SECTION B: ORGANISATION OVERVIEW AND PERFORMANCE

B.1 ORGANISATIONAL OVERVIEWThe Board of Senior Secondary Studies (the Board) was established in 1991 and the Board of Senior Secondary Studies Act 1997 (the BSSS Act) was enacted in January 1998.

The key functions of the Board are to:

• provide students with ACT Senior Secondary Certificates, Tertiary Entrance Statements and vocational certificates

• maintain the credibility and acceptance of courses through a regular accreditation program

• monitor and support the validity of assessment in years 11 and 12

• improve the comparability of standards across the Territory through moderation procedures

• gain the widest possible recognition for the credentials awarded by the Board

• service the information needs of the community.

The Board is committed to:

• a general education of high standards providing equal opportunity for all students to the end of year 12

• freedom of choice of courses for students supported by expert advice

• senior secondary college responsibility for course development

• senior secondary college responsibility for the assessment of its students

• shared responsibility for education • open access to information.

Twenty five ACT colleges and eight schools located in China, Fiji, Indonesia and Papua New Guinea are approved to deliver courses certificated by the Board. These are listed in Appendix C. Black Mountain School commenced delivery of Board registered year 11-12 courses in February 2015.

Our Lady of the Sacred Heart International School, New Ireland, PNG commenced delivery of Board accredited year 11-12 courses in February 2015. In June 2015 Weifang Hanting No 1 High School, Shandong, China received Board approval to commence delivery of Board accredited year 11-12 courses from September 2015.

The Board’s goal is to provide a high quality curriculum, assessment and certification system that supports:

• all young adults to achieve an ACT Senior Secondary Certificate or equivalent vocational qualification

• high levels of achievement in literacy and numeracy

• improving educational outcomes for disadvantaged students

• effective transitions from school to post-school pathways.

In 2013 the Board developed a new strategic plan to guide its activities for the period 2014-2016. The key focus areas for the Board are:

• an informed and effective response to international, national and local initiatives

• a high quality, high equity curriculum, assessment and certification system that caters for all students.

During 2014-2015, the Board continued to provide advice to the Australian Curriculum, Assessment and Reporting Authority (ACARA) on the senior years’ Australian Curriculum and to discuss with ACARA implementation of the curriculum in the ACT. The Board commenced a trial implementation of ACT year 11-12 courses embedding the Australian Curriculum from the beginning of 2014. The ACT is one of three jurisdictions to


have commenced delivery of year 11-12 courses embedding the Australian Curriculum. The others are South Australia and Western Australia. From the beginning of 2016 all colleges will deliver the Australian Curriculum in English, history, mathematics and science.

The Board commenced a Review of Year 12 Certification in 2014 and appointed a committee to investigate a range of key issues including the types of certificates, the minimum requirements, the literacy and numeracy requirements and the recognition of outside learning. The committee made ten recommendations to the Board in August 2014. All recommendations were approved including an increase in the minimum requirements for the award of the ACT Senior Secondary Certificate and the introduction of a course in English as a requirement.

The Board commenced a Review of senior secondary curriculum in 2015 and appointed a committee to investigate a range of key issues including a vision statement, design specifications for courses, organisation of course frameworks and the purpose and scope of registered units. The committee will deliver its recommendations to the Board in October 2015.

Processing of year 12 results occurred on schedule and certificates were issued to ACT colleges on Sunday 14 December 2014 for distribution to students. Over 11,000 certificates were produced by the Board for students in year 12 and over 1,000 vocational qualifications were issued for students in year 10.

Key focus areas over the next year will include preparation for the full implementation of courses embedding the Australian Curriculum, the implementation of recommendations coming from the Review of Curriculum, the introduction of a Unique Student Identifier (USI) for all students seeking VET qualifications and the investigation of online literacy and numeracy testing.

INTERNAL ACCOUNTABILITY

Board membership

The BSSS Act (s8) creates a board with a broad membership of 14 from the many stakeholders in senior secondary education. Members, other than the Director-General of the Education and Training Directorate, are appointed by the Minister for Education and Training for a period of up to three years. Members can be reappointed if they are eligible. The Chair and one member were reappointed in January 2015.

The Australian National University nominee appointed from 2013-2015 resigned in February 2015 and the ACT branch, Australian Education Union nominee appointed from 2013-2015 resigned in February 2015, nominees from both organisations have been submitted to the Minister for appointment.

Remuneration for Board members

The Chair is the only member eligible to receive remuneration, at a rate determined by the ACT Remuneration Tribunal.

Ethical standards

Prior to appointment, Board members are provided with the Bowen Code of Conduct as a guide to ethical behaviour. Members sign a declaration that they have read and agree to observe the principles of the code, and agree to disclose all conflicts of interest that arise during their term on the Board. The Board meeting agenda has declaration of conflicts of interests as a standing item. ACT public servants on the Board are also bound by the ACT Public Sector Management Act 1994.


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Table BSSS 2: Board membership as at 1 July 2014

Member Affiliation Initial appointment

Appointment expires

Meetings attended July-Dec 2014

Ms Rosemary Follett AO

Chair 1 January 2012 31 December 2014 3/3

Ms Sue Maslen Canberra Institute of Technology

11 April 2014 31 December 2016 3/3

Ms Louise Mayo Vocational education and training organisations

17 May 2011 31 December 2016 2/3

Professor Richard Baker

Australian National University

1 January 2013 31 December 2015 3/3

Professor Robert Fitzgerald

University of Canberra 1 January 2013 31 December 2015 2/3

Ms Rita Daniels Association of Independent Schools

25 June 2009 31 December 2014 3/3

Mr David Wentworth-Perry

ACT Branch, Australian Education Union

11 April 2014 31 December 2016 2/3

Mr Angus Tulley Catholic Education Commission


Mrs Kerrie Grundy ACT Principals’ Association

19 November 2013

31 December 2015 3/3

Mr Hugh Boulter ACT Council of Parents & Citizens Associations


Ms Julie Sengelman

Association of Parents & Friends of ACT Schools

11 April 2014 31 December 2016 3/3

TBA ACT and Region Chamber of Commerce and Industry

0/3

Ms Judy van Rijswijk

ACT Trades and Labour Council


Ms Leanne Wright Delegate of the Director –General, Education and Training Directorate

July 2012 Ongoing 1/3

The Board has six scheduled meetings each calendar year. The Board met on three occasions from July-December 2014.


Table BSSS 3: Board membership as at 30 June 2015

Member AffiliationInitial

appointmentAppointment expires

Meetings attended Jan-June 2015

Ms Rosemary Follett AO

Chair 1 January 2012 31 December 2017 3/3

Ms Sue Maslen Canberra Institute of Technology

11 April 2014 31 December 2016 2/3

Ms Louise Mayo Vocational education and training organisations

17 May 2011 31 December 2016 2/3

Professor Richard Baker

Australian National University


Professor Robert Fitzgerald

University of Canberra 1 January 2013 31 December 2015 0/3

Ms Rita Daniels Association of Independent Schools

25 June 2009 31 December 2017 3/3

TBA ACT Branch, Australian Education Union

0/3

Mr Angus Tulley Catholic Education Commission


Mrs Kerrie Grundy ACT Principals’ Association

19 November 2013

31 December 2015 2/3

Mr Hugh Boulter ACT Council of Parents & Citizens Associations


Ms Julie Sengelman

Association of Parents & Friends of ACT Schools

11 April 2014 31 December 2016 2/3


0/3

Ms Judy van Rijswijk

ACT Trades and Labour Council


Ms Leanne Wright Delegate of the Director-General, Education and Training Directorate

July 2012 Ongoing 1/3

The above Board has met on three occasions from January to June 2015.


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Standing Committees

The Board appoints committees and panels to provide advice on specific matters. The main standing committees and their roles are listed below. Membership of these committees in 2013 and 2014 is included in Appendix B.

Table BSSS 4: Board Standing Committees and their roles

Committee Role

Curriculum Advisory Committee

To advise the Board on national and ACT curriculum matters and overall direction of curriculum in years 11 and 12.

Assessment and Certification Committee

To advise the Board on assessment and certification policies and procedures, and the overall direction of assessment and certification in years 11 and 12.

Vocational Education and Training Committee

To advise the Board on vocational education and training issues, particularly those relating to national agreements and post-school linkages with the VET sector; and to provide advice on VET initiatives for secondary education.

Accreditation Panels To advise the Board on the accreditation and registration of year 11-12 courses, which have been developed by teachers, industry and business groups, tertiary institutions and other organisations.

Board Secretariat

The Board secretariat is managed by the Director of the Board and consists of 10 other staff; six teachers and four administrative officers, all employed through the Directorate. The Director reports to the Board on its legislated functions and to the Directorate on ministerial, financial, audit, human resource and other corporate functions.


COMMUNITY ENGAGEMENT AND SUPPORTThe Board facilitates community input through representation on committees, course writing teams, accreditation panels, working parties and at consultation forums. Groups represented include parents, teachers, principals, tertiary institutions, industry, business and unions.

The Board web site was redeveloped in 2014 to provide improved functionality and compliance with WCAG 2.0 accessibility guidelines. At its June meeting the Board approved the opening of Facebook and Twitter accounts to provide alternative channels of communications with the wider community.

The Board encourages and welcomes both positive and negative feedback and is committed to responding to complaints in a timely and positive manner. This enables staff, students, parents and community members to contribute to the Board’s continuous improvement strategy. The Board’s Feedback and Complaints policy is available on its website. The Board received no formal complaints in 2014-15.


An informed and effective response to international, national and local initiatives

The Board has continued to provide and facilitate ACT feedback on national curriculum and reporting initiatives through formal responses, teacher participation in curriculum development and surveys, consultation and membership of national working parties. The Board has made contributions to the Review of ACARA, the Review of VET in Public Colleges and the Review of the Interstate Transfer Index (ITI).

Two courses across two senior secondary Australian Curriculum subjects were written by teachers. They are ESL and Geography. Colleges may trial these courses with a view to full implementation in 2017.

A high quality, high equity curriculum, assessment and certification system that caters for all students

In 2014-2015, course frameworks in the Arts and Geography have been revised and endorsed by the Board. Thirty seven courses were approved for delivery to year 11-12 students from 2015 and 16 teams are currently developing courses for implementation from 2016. These courses are reviewed by expert panels of teachers, representatives from tertiary institutions, industry and the community, which provide advice on accreditation to the Board. A list of the panels that met to consider courses in 2014-2015 is included in Appendix B.

The Board has continued its focus on the enhancement of assessment in colleges. Feedback on the quality and effectiveness of school-based assessment and consistency in the application of grade achievement standards has continued to be provided to colleges through system wide moderation. Over 1,000 senior secondary teachers from the ACT and overseas participated in each of the Moderation days in August 2014 and March 2015.


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Year 12 outcomes 2014

In 2014, 4,569 students met the requirements for an ACT Year 12 Certificate. This included 4,405 students enrolled in ACT colleges, including CIT Pathways College, and 164 students enrolled in overseas colleges. In the ACT, this represented 91.5 percent of year 12 students compared with 94.8 percent in 2013. There was a decrease in the percentage of males and females achieving a Year 12 Certificate from 2013 to 2014.

Of the Year 12 Certificate receivers, 2,912 students also achieved a Tertiary Entrance Statement (TES), having met the requirements for university entrance and calculation of an Australian Tertiary Admission Rank (ATAR). This included 2,788 students enrolled in ACT colleges and 124 students enrolled in overseas colleges.

One hundred and fifteen students (49 females, 66 males) from 16 colleges completed an H course through the Australian National University Secondary College or the University of Canberra Accelerate Program in 2014. Of these students, 12 completed a course in Mathematics, 18 in Physics, 30 in Chemistry, 20 in Conservation Biology, 24 in Japanese, 4 in IT and 3 in Design. Seventy one students (68 percent) used their scaled H course score in their ATAR calculation.

To achieve an ACT Year 12 Certificate, students are required to study a minimum of 17 standard units, which form at least three accredited courses from different course areas. However, it is pleasing to see that a large majority of students are studying more than the minimum number of units across a broader range of course areas. In 2014, 76.1 percent of Year 12 Certificate receivers (Standard Package) completed 20 or more standard units and 76.6 percent of Year 12 Certificate receivers completed five or more accredited courses from different course areas. These percentages are similar to those in 2013.

Figure BSSS 1 displays the percentage of Year 12 Certificate receivers achieving a TES from 1999 to 2014. In 2014, 59.1 percent of ACT students receiving a Year 12 Certificate also received a TES. This is lower than in 2013.

Figure BSSS 1: Year 12 Certificate receivers with a Tertiary Entrance Statement, 1999 to 2014

In 2014, 4,569 students met the requirements for an ACT Year 12 Certificate. This included 4,405 students enrolled in ACT colleges, including CIT Pathways College, and 164 students enrolled in overseas colleges. In the ACT, this represented 91.5 percent of year 12 students compared with 94.8 percent in 2013. There was a decrease in the percentage of males and females achieving a Year 12 Certificate from 2013 to 2014.

Of the Year 12 Certificate receivers, 2,912 students also achieved a Tertiary Entrance Statement (TES), having met the requirements for university entrance and calculation of an Australian Tertiary Admission Rank (ATAR). This included 2,788 students enrolled in ACT colleges and 124 students enrolled in overseas colleges.

One hundred and fifteen students (49 females, 66 males) from 16 colleges completed an H course through the Australian National University Secondary College or the University of Canberra Accelerate Program in 2014. Of these students, 12 completed a course in Mathematics, 18 in Physics, 30 in Chemistry, 20 in Conservation Biology, 24 in Japanese, 4 in IT and 3 in Design. Seventy one students (68 percent) used their scaled H course score in their ATAR calculation.

To achieve an ACT Year 12 Certificate, students are required to study a minimum of 17 standard units, which form at least three accredited courses from different course areas. However, it is pleasing to see that a large majority of students are studying more than the minimum number of units across a broader range of course areas. In 2014, 76.1 percent of Year 12 Certificate receivers (Standard Package) completed 20 or more standard units and 76.6 percent of Year 12 Certificate receivers completed five or more accredited courses from different course areas. These percentages are similar to those in 2013. Figure BSSS 1 displays the percentage of Year 12 Certificate receivers achieving a TES from 1999 to 2014. In 2014, 59.1 percent of ACT students receiving a Year 12 Certificate also received a TES. This is lower than in 2013. Figure BSSS 1: Year 12 Certificate receivers with a Tertiary Entrance Statement, 1999 to 2014

Source: ACT Board of Senior Secondary Studies Note: From 2006 students classified as Mature Age are included in the data.

40.0

45.0

50.0

55.0

60.0

65.0

70.0

75.0

80.0

85.0

90.0

95.0

100.0

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014females - public colleges females - non government collegesmales - public colleges males - non governement colleges

Source: ACT Board of Senior Secondary StudiesNote: From 2006 students classified as Mature Age are included in the data.


Figure BSSS 2 illustrates the range of ATARs across colleges for 2014.

40

50

60

70

80

90

100

ATAR

BASS

BBC

C

CBJ

C

CBR

C

CG

GS

CIT

C

CO

PC

DAR

C

DC

KC

EDM

C

ERN

C

GN

GC

HW

KC

ISSC

JAIC

LAEC

LGN

C

MAR

C

MER

C

MKC

C

NAR

C

OR

AC

POM

C

RD

FC

SFXC

STC

C

TRC

C

TUG

CSource: ACT Board of Senior Secondary StudiesNote:1. The names of the colleges are listed in Appendix C.2. The central line in the box represents the median ATAR.3. The block indicates the spread of 50 percent of the scores.4. The single vertical line indicates the spread of the next 15 percent of scores.5. Circles represent individual results in the top and bottom ten percent of ATARs.

The horizontal lines show an ATAR of 80 (green) and an ATAR of 65 (Red).

Of students in the ACT who achieved an ATAR, 74% achieved an ATAR of 65 or more.

The following table gives the percentage of Year 12 Certificate and TES receivers who completed an accredited course in the nominated areas.


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Table BSSS 1: Selected courses on Year 12 Certificates and Tertiary Entrance Statements, 2013 and 2014

Course AreaPercentage of ACT Year 12 Certificate receivers who

completed a course in the area

Percentage of ACT TES receivers who completed a course in the

area

2013 2014 2013 2014

English/English as a second language (ESL)

97.8 96.9 99.7 99.7

Mathematics 90.6 91.3 91.7 94.4

Information Technology 10.3 10.1 10.2 10.9

Sciences 42.2 43.5 54.8 57.2

History 17.2 16.5 21.2 20.0

Languages 15.5 15.9 20.6 21.7

Source: ACT Board of Senior Secondary Studies

Whilst the minimum number of courses from different course areas required for an ACT Tertiary Entrance Statement is two T and/or H courses, 63.8 percent of ACT students used scaled course scores from four different course areas in the calculation of their ATAR. This is an increase of 0.8 percent from the 2013 cohort.

There are no compulsory courses in the ACT, however, the above data shows that 96.9 percent of ACT Year 12 Certificate receivers and 99.7 percent of TES receivers completed a course in English/ESL, and 91.3 percent of ACT Year 12 Certificate receivers and 94.4 percent of TES receivers completed a course in Mathematics.

The Board recognises on a student’s Year 12 Certificate the contribution of learning undertaken outside the college environment during years 11 and 12. In 2014, 1,190 students received such recognition under Recreational Activities, 930 students received recognition under Community Involvement and 186 students received recognition under Recognition of Outside Learning.

The Board issues vocational Certificates to years 10 and 12 students who have completed vocational qualifications through colleges as Registered Training Organisations (RTOs). In 2014, this included 605 year 10 students and 1,136 year 12 students. Of these students, 21 completed an Australian School-based Apprenticeship with their college as the RTO.

The following figure displays the number of students receiving vocational certificates issued by the Board for each RTO by year level in 2014. It should be noted that students may have received more than one vocational Certificate.


Figure BSSS 3: Number of students receiving vocational certificates, 2014 by college and year level

Source: ACT Board of Senior Secondary Studies

Whilst the minimum number of courses from different course areas required for an ACT Tertiary Entrance Statement is two T and/or H courses, 63.8 percent of ACT students used scaled course scores from four different course areas in the calculation of their ATAR. This is an increase of 0.8 percent from the 2013 cohort.

There are no compulsory courses in the ACT, however, the above data shows that 96.9 percent of ACT Year 12 Certificate receivers and 99.7 percent of TES receivers completed a course in English/ESL, and 91.3 percent of ACT Year 12 Certificate receivers and 94.4 percent of TES receivers completed a course in Mathematics.

The Board recognises on a student’s Year 12 Certificate the contribution of learning undertaken outside the college environment during years 11 and 12. In 2014, 1,190 students received such recognition under Recreational Activities, 930 students received recognition under Community Involvement and 186 students received recognition under Recognition of Outside Learning.

The Board issues vocational Certificates to years 10 and 12 students who have completed vocational qualifications through colleges as Registered Training Organisations (RTOs). In 2014, this included 605 year 10 students and 1,136 year 12 students. Of these students, 21 completed an Australian School-based Apprenticeship with their college as the RTO.

The following figure displays the number of students receiving vocational certificates issued by the Board for each RTO by year level in 2014. It should be noted that students may have received more than one vocational Certificate. Figure BSSS 3: number of students receiving vocational certificates, 2014 by college and year level

In addition to vocational studies undertaken during years 11 and 12 in colleges, vocational programs undertaken with external RTOs can contribute to the requirements for year 12 certification and be included on the ACT Year 12 Certificate. In 2014, vocational qualifications achieved through an external RTO and registered by the Board were recognised on the Year 12 Certificate as an E course. In 2014, seven students were awarded an E course. The E courses were in the areas of Business and IT.

0

20

40

60

80

100

120

140

160

Year 10

Year 12

In addition to vocational studies undertaken during years 11 and 12 in colleges, vocational programs undertaken with external RTOs can contribute to the requirements for year 12 certification and be included on the ACT Year 12 Certificate. In 2014, vocational qualifications achieved through an external RTO and registered by the Board were recognised on the Year 12 Certificate as an E course. In 2014, seven students were awarded an E course. The E courses were in the areas of Business and IT.

In 2014:

• 366 year 12 students achieved a vocational qualification through an external RTO, which was recognised on their Year 12 Certificate

• this is an increase compared to 2013 of 41 students.

Students may receive recognition for more than one vocational qualification completed with external RTOs.

For more information contact: The Director Board of Senior Secondary Studies GPO Box 158 CANBERRA ACT 2601 (02) 620 57181 [email protected] http://www.bsss.act.gov.au


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APPENDIX A: SECTIONS NOT COVERED ELSEWHERE IN THIS REPORT

Section Title Reporting

Ecologically Sustainable Development

Covered within Directorate report.

Risk Management and Internal Audit


Fraud Prevention Covered within Directorate report.

Legislative Assembly Inquiries and Reports

There were no direct implications for the Board in Legislative Assembly committee inquiries and reports in 2014-2015.

Auditor- General and Ombudsman Reports


Public Interest Disclosure Covered within Directorate report.

Freedom of Information Freedom of information requests are processed through the Directorate. The Board received no Freedom of Information requests in 2014-2015.

Human Rights Act Covered within Directorate report.

Territory Records Act Covered within Directorate report.

Legal Services Directions Covered within Directorate report.

Notices of Non Compliance Covered within Directorate report.

Bushfire Risk Management Covered within Directorate report.

Commissioner for the Environment Covered within Directorate report.

Human Resources Management Covered within Directorate report.

Learning and Development Covered within Directorate report.

Work Health and Safety Covered within Directorate report.

Workplace Relations Covered within Directorate report.

Staff Profile Covered within Directorate report.

Financial Management Covered within Directorate report.

Financial Statements Covered within Directorate report.

Capital Works Not applicable.


Section Title Reporting

Asset Management Covered within Directorate report.

Government Contracting Covered within Directorate report.

Statement of Performance Not applicable.

APPENDIX B: BOARD COMMITTEES THAT OPERATED IN 2014-2015

Curriculum Advisory Committee 2014

Mr Angus Tulley Chair

Ms Melissa Planten Education and Training Directorate

Ms Jennifer Blackall ACT Principals’ Association

Ms Gina Galluzzo Catholic Education Office

Mr Andrew Wrigley Association of Independent Schools of the ACT

Ms Julie Sengelman Association of Parents & Friends of ACT Schools

Ms Amanda Bichard ACT Council of Parents & Citizens Associations

Ms Joy Terry ACT and Region Chamber of Commerce and Industry

Dr Jenny Chesters University of Canberra


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Assessment & Certification Committee 2014

Ms Rita Daniels Chair

Mr Ken Gordon Education and Training Directorate

Mr Peter Clayden ACT Principals’ Association

Mr Paul Carroll Catholic Education Office

Mr John Folan Association of Independent Schools of the ACT

Mr Matt Williams ACT Council of Parents & Citizens Associations

Mr John Stenhouse Co-opted member

Ms Lyn Mernagh Co-opted member

Vocational Education & Training Committee 2014

Ms Sue Maslen Chair

Ms Belinda Muir Catholic Education Commission

Ms Meredith Joslin Association of Independent Schools of the ACT

Ms Helen Witcombe ACT Principals’ Association

Mr Vince Ball ACT Industry Training Advisor

Ms Jennifer Carmichael Canberra Institute of Technology

Ms Anne Brown ACT Trades and Labour Council

Ms Beth Peters ACT and Region Chamber of Commerce and Industry

Ms Helen Uren-Randall ACT Teachers in Vocational Education Association

Ms Ann Goleby Education and Training Directorate



Curriculum Advisory Committee 2015

Mr Angus Tulley Chair

Mr Martin Hine Education and Training Directorate

Ms Melissa Planten ACT Principals’ Association

Ms Kathy Holding Catholic Education Office

Mr Andrew Wrigley Association of Independent Schools of the ACT

Ms Julie Sengelman Association of Parents & Friends of ACT Schools

Ms Amanda Bichard ACT Council of Parents & Citizens Associations


Dr Jenny Chesters University of Canberra

Assessment & Certification Committee 2015

Ms Rita Daniels Chair

Mr Ken Gordon Education and Training Directorate

Mr Peter Clayden ACT Principals’ Association

Mr Paul Carroll Catholic Education Office

Mr John Folan Association of Independent Schools of the ACT


Mr John Stenhouse Co-opted member

Ms Lyn Mernagh Co-opted member


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Vocational Education & Training Committee 2015

Ms Sue Maslen Chair

Ms Belinda Muir Catholic Education Commission

Mr Tim McNevin Association of Independent Schools of the ACT

Ms Helen Witcombe ACT Principals’ Association

Mr Vince Ball ACT Industry Training Advisor

Ms Ann Ehsman Canberra Institute of Technology

Ms Anne Brown ACT Trades and Labour Council


Ms Helen Uren-Randall ACT Teachers in Vocational Education Association

Mr David Miller Education and Training Directorate



Accreditation Panels 2014-2015

Accreditation Panel Panel Chair School

Geography Ms Anne Curran Merici College

ESL Ms Kirsten Vizjak UC Senior Secondary College, Lake Ginninderra

Chinese Ms Yani Tian Dickson College

German Ms Rhiannon Richards Canberra Girls’ Grammar School

Indonesian Mr Kristofer Feodoroff Office of the Board of Senior Secondary Studies

Italian Ms Luciana Ciaccia St Clare’s College

Japanese Ms Heidi Vellnagel Canberra Girls’ Grammar School

Spanish Ms Tina Rodriguez St Francis Xavier College

French Mr Frank Keighley Hawker College

Contemporary Transitions Ms Marie Uren Canberra College

Social and Community Work

Ms Marie Uren Canberra College

Tourism and Hospitality Ms Kaeren Sutherland Hawker College

Live Production and Services

Ms Joella Keech UC Senior Secondary College, Lake Ginninderra

Hindi Mr Kristofer Feodoroff Office of the Board of Senior Secondary Studies


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APPENDIX C: INSTITUTIONS APPROVED TO DELIVER BOARD CERTIFICATED COURSES

Public colleges Code

Black Mountain School BMTS

Canberra College CBRC

Dickson College DCKC

Erindale College ERNC

Gungahlin College GNGC

Hawker College HWKC

Lake Tuggeranong College TUGC

Melba Copland Secondary School COPC

Narrabundah College NARC

The Woden School WODS

University of Canberra Senior Secondary College Lake Ginninderra LGNC

Non-Government colleges Code

Brindabella Christian College BBCC

Burgmann Anglican School BASS

Canberra Girls’ Grammar School CGGS

Daramalan College DARC

Marist College Canberra MARC

Merici College MERC

Orana Steiner School ORAC

Radford College RDFC

St Clare’s College STCC

St Edmund’s College EDMC


Non-Government colleges Code

St Francis Xavier College SFXC

St Mary MacKillop College MKCC

Trinity Christian School TRCC

Other ACT institutions Code

CIT Pathways College CITC

Australian National University (ANU) Extension Program ANUC

Canberra School of Music, ANU MUSC

University of Canberra UNCC

International schools Code

Sekolah Cita Buana, Jakarta, Indonesia CBJC

Australian International School, Jakarta and Bali, Indonesia JAIC

Port Moresby International School, Papua New Guinea POMC

Kimbe International School, Papua New Guinea KIMC

Coronation College, Lae, Papua New Guinea LAEC

Our Lady of the Sacred Heart International School, Papua New Guinea OLSH

International School, Suva, Fiji ISSC

Weifang Hanting No 1 High School, China (first certification December 2017) WFHT

Outside Private Providers

Canberra Dance Development Centre

Polish Language School

Spanish Language and Culture Program in Australia

The Australian School of Contemporary Chinese


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GOVERNMENT SCHOOLS EDUCATION COUNCIL ANNUAL REPORT 2014-15

Government Schools Education Council

www.gsec.act.edu.au GSEC GPO Box 158 CANBERRA ACT 2601

Ms Joy Burch MLA Minister for Education and Training ACT Legislative Assembly London Circuit CANBERRA ACT 2601 Dear Minister I pleased to submit the 2014-15 Annual Report of the Government Schools Education Council. This report has been prepared under section 6(1) of the Annual Reports (Government Agencies) Act 2004 and in accordance with the requirements under the Annual Report Directions. It has been prepared in conformity with other legislation applicable to the preparation of the Annual Report by the Government Schools Education Council. I certify that the attached Annual Report is an honest and accurate account and that all material information on the operations of the Government Schools Education Council during the period 1 July 2014 to 30 June 2015 has been included. I hereby certify that fraud prevention has been managed in accordance with Public Sector Management Standards, Part 2. The Annual Report of the Government Schools Education Council is annexed to the administrative report of the Director-General of the Education and Training Directorate. I commend the Annual Report to you. Yours sincerely

Craig Curry Chair 17July 2015


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A. TRANSMITTAL CERTIFICATESee covering letter.


B.1 ORGANISATIONAL OVERVIEWThe Government Schools Education Council (the Council) is established in accordance with section 54 of the Education Act 2004 (the Act).

The Council’s functions are to advise the Minister on any aspect of the ACT public school system; and when asked by the Minister, to inquire into and give advice to the Minister on any aspect of the ACT public school system. Under section 66 (1) of the Act the Minister must present a copy of the advice to the Legislative Assembly.

The Council identified the following goals to be achieved in the 2014-15 year:

• to maintain a focus on key strategic, higher level issues impacting on public school education in the ACT, including the curriculum requirements for senior secondary students, funding for public education and the review of pre-service teacher education;

• to consider the continuing challenges of enhancing the image of ACT public schools and achieving both high equity and high quality;

• to continue to meet with the Non-government Schools Education Council (NGSEC); and

• to continue to actively engage in discussion with the Minister and provide advice on public education matters of importance to the Council and to Government.

The key issues considered by the Council in 2014-15 comprised:

• the findings and recommendations from the Teacher Education Ministerial Advisory Group (TEMAG) Report on Pre-service Education and the implications for the ACT;

• the recommendations from the Board of Senior Secondary Studies following the review of the requirements for the award of an ACT Year 12 Certificate;

• the ACT public schools Branding and Positioning project – promotion of public education and enhancing the image of public schools;

• the ACT Government’s Prevention of Violence Against Women and Children Strategy 2011-2017 and the role of schools;

• strategies for enhancing parent engagement in education and the importance of parent involvement in student learning;

• the proposal by the Minister to establish a new ACT school education advisory committee to replace the two existing councils; and

• the proposed review of Vocational Education and Training (VET) in ACT schools.

The Minister for Education and Training met with the Council to provide a briefing on current national and local issues impacting on the ACT that the Minister wished to bring to the attention of the Council. The Minister responded to questions and feedback from Council members. The Minister also elaborated on her proposal to change the current educational advisory arrangements and establish a new body to provide expert advice on key issues relevant to three ACT school networks.

At the final meeting of the Council on 11 June 2015, members identified a number of issues relevant to the delivery of education they believe may be worthy of consideration in the future. These included:

• examining the concept of digital citizenship,


including best practice strategies for leveraging technology to improve online literacy and educational outcomes;

• considering the ongoing translation, implementation and effectiveness of needs-based funding in the ACT and ensuring there are resources targeted for innovation and implementing best practice;

• focusing on the value of participative, inclusive and safe school communities;

• employing strategies to ensure ACT schools continue to be high performing, in particular, public high schools, including a review of Hedley Beare’s Eleven Propositions, ensuring the use of evidence-based instruction in fundamental literacy and numeracy skills, and using data to drive meaningful change; and

• ensuring policy decisions are mindful of the needs of vulnerable students and those with particular learning and social needs, using a joined-up services approach and valuing the creativity of students.

INTERNAL ACCOUNTABILITYThe Education Act 2004 (the Act) outlines the conditions under which the Minister may appoint or terminate the appointment of a Council member. As a statutory appointment the Standing Committee on Education, Training and Youth Affairs is consulted on proposed appointments.

Sections 56 and 57 of the Act state that the Council must consist of the Director-General and the Minister must appoint the following members of the Council:

• the chairperson • six people who, in the Minister’s opinion, have

experience in one or more of the areas of business and commerce, public policy, early childhood care, education, the special needs of young people and teacher education (the community members)

• ten people who, in the Minister’s opinion, represent the views of public school education

(the education members), comprising:

- two education members chosen from nominations of the peak organisation representing principals

- two education members chosen from nominations of the government teacher union

- two education members chosen from nominations of the peak organisation representing parent associations of public schools

- two education members chosen from nominations of the peak organisation representing students

- one education member chosen from nominations of organisations representing school boards

- one education member chosen from nominations of organisations representing preschool parents.

The Council met six times between 1 July 2014 and 30 June 2015 including a joint meeting with the Non-government Schools Education Council in October 2014, to discuss matters of mutual interest. The key issue examined was that of strategies for progressing parental engagement in learning within the ACT. The discussion was led by Dr Stacey Fox from the Australian Research Alliance for Children and Youth (ARACY).


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Table GSEC 1: Role of council members and number of meetings attended/number of eligible meetings.

Member Name Role Number

Mr Craig Curry Chair person 6/6

Ms Alexandra Tolmie Community Member 6/6

Ms Lynne Sheville Community Member 4/6

Ms Jan Tarbotton Community Member 6/6

Ms Debora Evans Community Member 3/6

Ms Misty Adoniou Community Member 3/6

Mr Adam Stankevicius Community Member 4/6

Ms Mandy Kalyvas Education member chosen form nominations of the peak organisation representing principals

6/6

Ms Indigo Strudwicke Education member chosen form nominations of the peak organisation representing principals

4/6

Ms Beth Dingwall Education member (ACT Gov Schools Student Network) 5/6

Mr Hugh Boulter Education member chosen form nominations of the peak organisation representing parent associations of government schools

6/6

Mr Roger Amey Education member chosen for nominations of the government teacher union

5/6

Mr John Darcy Education member representing Canberra Preschool Society 1/6

Mr Shane Gorman Education members chosen from nominations of the peak organisation representing principals

2/6

Ms Wendy Cave Education member chosen form nominations of the government teacher union

4/6

Mr Matthew Williams Education member (ACT Council of P&C) 2/6

Ms Gai Beecher Education member representing The Principals’ Association 2/6

Mr Tim Kinder Education member chosen from nominations of the peak organisation representing school boards

5/6

Ms Diane Joseph Deputy Director- General 6/6


The Council provided a submission to the Minister for consideration in the development of the 2015-16 ACT Government Budget. Given the challenging fiscal situation for the Territory, the Council put forward one recommendation:

• That funding is directed towards increasing the number of full and part-time training opportunities for high school teachers to further strengthen and enrich the range of education programs currently offered in ACT public high schools. This professional development to be developed by well regarded tertiary institutions, through cadetships, scholarships, or part-time or full study leave, and be targeted at teaching working in specialist areas.

During the reporting period the Council provided written feedback to the Education and Training directorate on the draft Bring Your Own Device Policy, the draft revised Safe and Supportive Schools Policy and the draft Reporting Student Achievement (Kindergarten- Year 12) Policy and the system reporting templates. The Council Chair attended the Board of Senior Secondary Studies Recognition of Excellence Ceremony to acknowledge the successes of ACT students graduating from public schools and the Round Table on Preventing Violence Against Women and Children. The Chair and other Council members also attended a number of briefings and official functions on behalf of the Council.

With regard to its legislated function – to advise the Minister on any aspect of ACT government education – during the reporting period the Council provided the Minister with comprehensive feedback and suggestions on: the draft Reporting Student Achievement (Kindergarten-Year 12) Policy and the system reporting templates; the promotion of public schools, including the branding and positioning initiative; and the Minister’s position paper, Creation of an ACT School Education Advisory Committee. The Chair also met with the Minister on a number of occasions to update the Minister on the workings of the Council and to discuss current issue with the Minister.

Remuneration for the chairperson is determined by the ACT Remuneration Tribunal in accordance with section 10(1) of the Remuneration Tribunal Act 1995. The current determination took effect on 1 November 2013. The chairperson is the only member to receive remuneration.

The Council has no funds for which it is responsible, and therefore does not receive or expend funds.

The Education and Training Directorate (the Directorate) provides secretariat and advisory assistance to the Council. The Council may call on directorate staff to address Council meetings or meet with members to discuss particular issues or programs relevant to the work of the Council. If required, the Council would have access to legal advice through the ACT Government Solicitor’s Office.

Council sought and received updates from the Directorate on:

• The Branding and Positioning Strategy • The proposed Review of Vocational Education

and Training (VET) in schools, and • The Report and recommendations from the pre-

service teacher education review conducted by TEMAG.

All new members are provided with the ACT Government Boards and Committees Code of Conduct and asked to sign a Code of Conduct/Conflict of Interest Declaration Form. These documents outline expectations regarding ethical behaviour in order to satisfy standards of probity and accountability that apply to the public sector. These documents also provide information to assist members in identifying, avoiding and disclosing potential conflicts of interest.


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B.2 PERFORMANCE ANALYSISNot applicable.

B.3 SCRUTINYNot applicable.

B.4 AND B.5 RISK MANAGEMENT AND INTERNAL AUDITCouncil operations are regarded as low risk and the Chair has put processes in place to monitor identified risks. No risk mitigation activities have been required.

B.6 - B.9Not applicable.

Remaining sections of Annual Report Directions not applicable.

For more information contact the Chairperson or the secretariat for the Government Schools Education Council (GSEC):

Mr Craig Curry Chair Government Schools Education Council c/- Ministerial and Commonwealth Relations Education and Training Directorate GPO Box 158 CANBERRA ACT 2601

GSEC Secretariat Ministerial and Commonwealth Relations Education and Training Directorate GPO Box 158 CANBERRA ACT 2601 6205 9444 [email protected]


NON-GOVERNMENT SCHOOLS EDUCATION COUNCIL ANNUAL REPORT 2014-15


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A. TRANSMITTAL CERTIFICATESee covering letter.


B.1 ORGANISATIONAL OVERVIEWThe Non-government Schools Education Council (the Council) was established under section 106 of the Education Act 2004 (the Act).

The Council’s functions are to advise the Minister on any aspect of non-government schooling and to meet with the Government Schools Education Council to discuss matters of mutual interest. Advice provided to the Minister may be initiated by the Council or may be in response to a request from the Minister. Under section 127 of the Act the Minister must present a copy of the advice to the Legislative Assembly.

The Council identified the following goals to be achieved in the 2014-15 year:

• to meet and advise the Minister about issues related to non-government schooling in the ACT;

• to monitor the Risk Management Plan; • to liaise with the Government Schools Education

Council on matters of common interest relating to schools in the ACT;

• to articulate the strategic directions for non-government schools in terms of the education portfolio in the ACT; and

• to provide a response to any issue requested by the Minister.

The key issues considered by NGSEC in 2014-15 were as follows:

• the Council continued to monitor the Strategic Directions for Non-government School Education in the ACT;

• provided advice to the Minister regarding the applications for in-principle approval for non-government schools in the ACT;

• welcomed the Director-General and the Deputy Director-General of Education and Training to meetings to address national issues;

• contributed to the 2015-16 Budget process, key priorities included, per capita funding, a new process to support capital development in non-government schools, increased support for students with disabilities, early years teaching and learning, installation of fast broadband infrastructure, parental engagement and professional development opportunities for all teachers in both the government and non-government education sector;

• discussed the Parental Engagement Strategy and amendments to the Education Act 2004, to establish a Ministerial Advisory Committee at Council meetings;

• the Executive Officer of the Board of Senior Secondary Studies attended a meeting, Chairman of the Catholic Education Commission also attended a meeting to discuss the priorities for Catholic Education in the ACT;

• the Manager, Liaison Unit attended a meeting and addressed the processes for registration for non-government schools in the ACT, particularly the concept of ‘in-principle approval’;

• the Minister for Education and Training attended the Council meetings on two occasions to discuss national issues; the proposed ACT School Education Advisory Council; and the Education Amendment Bill 2015;

• the Council provided the Minister for Education and Training with advice and options in accordance with the position paper, ‘Creation of an ACT School Education Advisory Council’; and


• the Chair of the Council represented NGSEC on the ACT Curriculum Taskforce.

At the end of June 2015, the Non-government Schools Education Council ceased to operate. During the many years of the Council’s operations valuable contributions and advice has been provided to the Minister(s) about the diversity of education provisions in the ACT.

INTERNAL ACCOUNTABILITYSection 109 of the Education Act 2004 requires the Minister to appoint the following Council members:

• a chairperson; • four people who represent the views of the

general community (community members); and • six people who represent the views of the

non-government school sector (education members), including: - three education members chosen from

nominations of organisations representing Catholic schools

- one education member chosen from nominations of organisations representing non-Catholic independent schools

- one education member chosen from nominations of the non-government school union

- one education member chosen from nominations of organisations representing parent associations of non-government schools.

The Education Act 2004 outlines the conditions under which the Minister may appoint or terminate the appointment of a Council member. As a statutory appointment the Standing Committee on Education, Training and Youth Affairs is consulted on proposed appointments.

During the reporting period, the Council met seven times between 1 July 2014 and 30 June 2015 including a joint meeting with the Government Schools Education Council.


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Table NGSEC 1: Role of council members and number of meetings attended/number of eligible meetings

Member name Role Number

Mrs Narelle Hargreaves OAM Chairperson 7/7

Dr William Maiden PSM Community Member and Deputy Chairperson 6/7

Mrs Mary Dorrian Education Member 1/7

Mr Paul Sykes Community Member 7/7

Ms Prue Clarke OAM Community Member 4/7

Mr Andrew Wrigley Education Member 5/7

Ms Julie Sengelman Education Member 7/7

Dr Janet Smith Community Member 5/7

Mr Peter Fullagar Education Member 1/7

Ms Catherine Rey Education Member 0/7

Ms Lyn Caton Education Member 3/7

Mr Paul Carroll Education Member 5/7

Mr Angus Tulley Education Member 5/7

A joint meeting was held with the Government Schools Education Council (GSEC) with special guest, Stacey Fox, Senior Research Manager, Australian Research Alliance for Children and Youth (ARACY). The focus for discussion was ‘Parental Engagement’.

Remuneration for the chairperson is determined by the ACT Remuneration Tribunal in accordance with section 10(1) of the Remuneration Tribunal Act 1995. The current determination took effect on 1 November 2014. The chairperson is the only member to receive remuneration.

The Council has no funds for which it is responsible; therefore Council does not prepare financial statements.

The Directorate provides secretariat and advisory assistance to the Council. The Council may call on directorate staff to address Council meetings or meet with members to discuss particular issues or programs relevant to the work of the Council. If required, the Council would have access to legal advice through the ACT Government Solicitor’s Office.

All new members are provided with the ACT Government Boards and Committees Code of Conduct and asked to sign a Code of Conduct/Conflict of Interest Declaration Form. These documents outline expectations regarding ethical behaviour in order to satisfy standards of probity and accountability that apply to the public sector. These documents also provide information to assist members in identifying, avoiding and disclosing potential conflicts of interest.


B.2 PERFORMANCE ANALYSISNot applicable.

B.3 SCRUTINYNot applicable.

B.4 RISK MANAGEMENTThe Risk Management Plan was monitored by the Council in 2014-15 and reviewed in April 2015.

B.5 - B.9Not applicable.

Remaining sections of Annual Report Directions not applicable.

For more information contact: Non-government Schools Education Council c/- Governance and Assurance Education and Training Directorate GPO Box 158 CANBERRA ACT 2601


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APPENDIX 1: LIST OF TABLES

List of tables Page

B3.1 Implementation status of Standing Committee on Education and Youth Affairs Report 3: Report on Annual and Financial Reports 2013-14

79

B3.2 Implementation status of Select Committee on Estimates 2014-2015 Report on Inquiry into the Appropriation Bill 2014-15

82

B5.1 Audit Committee membership and meetings in 2014-15 89

B7.1 A reduction of at least 30 per cent in the incidence rate of claims resulting in one or more weeks off work

96

B7.2 A reduction of at least 30 per cent in the incidence rate of claims for musculoskeletal disorders resulting in one or more weeks off work

97

B8.1 Attraction Retention Incentives 101

B8.2 Classifications and Remuneration of officers on Attraction Retention Incentives 101

B8.3 FTE and headcount by gender 102

B8.4 Headcount by classification and gender 102

B8.5 Headcount by employment category and gender 103

B8.6 FTE and headcount by Division/Branch 103

B8.7 Headcount by division/branch and employment type 104

B8.8 Headcount by age group and gender 104

B8.9 Headcount by length of service, generation and gender 105

B8.10 Average years of services by gender 105

B8.11 Headcount by diversity group 105

B8.12 Recruitment and separation rates by division/branch 106

B8.13 Recruitment and separation rates by classification group 106

B9.1 School-based sustainable development performance 2013-14 and 2014-15 108

B9.2 Office-based sustainable development performance 2013-14 and 2014-15 113


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C1.1 Net cost of services 117

C1.2 Line item explanation of significant variances from the amended budget – Directorate operating statement

120

C1.3 Line item explanation of significant variances from the amended budget - Directorate balance sheet

123

C3.1 Capital works management 2014-15 214

C3.2 End-of-year reconciliation schedule 2014-15 217

C4.1 Assets and their values at 30 June 2015 219

C4.2 Assets added to the asset register during 2014-15 219

C4.3 Central office sites, staff numbers (head count) and space occupied, as at 30 June 2015 221

C5 Education and Training Directorate contracts executed in 2014-15 with an estimated total value of $25,000 incl. GST or more.

222


List of Figures Page

B2.1 Mean achievement score of all year 5 public school students in reading in NAPLAN, 2010 to 2014

54

B2.2 Mean achievement score of all year 9 public school students in reading in NAPLAN, 2010 to 2014

55

B2.3 Mean achievement score of all year 5 public school students in numeracy in NAPLAN, 2010 to 2014

55

B2.4 Mean achievement score of all year 9 public school students in numeracy in NAPLAN, 2010 to 2014

56

B2.5 Mean achievement score of ACT students in ICILS in 2013 56

B2.6 Mean achievement score of year 6 ACT students in civics and citizenship, 2004 to 2013 57

B2.7 Mean achievement score of year 10 ACT students in civics and citizenship, 2004 to 2013

57

B2.8 Percentage of year 12 students who received a nationally recognised vocational qualification, 2010 to 2014

58

B2.9 Percentage of apprentices satisfied with their training under Australian Apprenticeships, 2010 to 2014

59

B2.10 Average number of years of employment with the Directorate, 2010-11 to 2014-15 60

B2.11 Proportion of teachers using learning technologies, 2010 to 2014 61

B2.12 Proportion of teachers and school leaders who felt innovative practice was encouraged, 2010 to 2014

61

B2.13 Proportion of teachers and school leaders who felt they had opportunities to participate in decision-making, 2010 to 2014

62

B2.14 Number of Directorate Aboriginal and Torres Strait Islander employees, 2010-11 to 2014-15

63

B2.15 Percentage of overall student satisfaction with education at public schools, 2010 to 2014

63

B2.16 Percentage of year 12 public school students who received a Year 12 Certificate, 2010 to 2014

64

APPENDIX 2: LIST OF FIGURES


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B2.17 Percentage of year 12 Aboriginal and Torres Strait Islander public school students who received a year 12 Certificate, 2010 to 2014

64

B2.18 Percentage of public school year 12 graduates studying or employed six months after completing year 12, 2010 to 2014

65

B2.19 Proportion of graduates with improved employment status after training, 2010 to 2014

66

B2.20 Apparent retention rate from year 7 to year 12, public school students, ACT and Australia, 2010 to 2014

67

B2.21 Mean achievement score of Aboriginal and Torres Strait Islander year 5 public school students, in reading, 2010 to 2014

67

B2.22 Mean achievement score of Aboriginal and Torres Strait Islander year 9 public school students, in reading, 2010 to 2014

68

B2.23 Mean achievement score of Aboriginal and Torres Strait Islander year 5 public school students, in numeracy, 2010 to 2014

68

B2.24 Mean achievement score of Aboriginal and Torres Strait Islander year 9 public school students, in numeracy, 2010 to 2014

69

B2.25 Number of enrolments of Aboriginal and Torres Strait Islander students in preschool in public schools, 2010 to 2014

69

B2.26 Attendance rate of public school students in year 1 to 10, 2010 to 2014 70

B2.27 Percentage of year 10 students who proceed to public secondary college education 71

B2.28 Percentage of overall satisfaction of parents and carer with the education provided at public schools, 2010 to 2014

72

B2.29 Number of enrolments in preschool in public schools, 2010 to 2014 73

B2.30 Proportion of school enrolments, 2011 to 2015 73

B2.31 Staff retention rate, 2010 to 2014 74

B2.32 Number of new FOI requests, 2010-11 to 2014-15 75

B7.1 Number of participants accessing the Employee Assistance Program 2009-10 to 2014-15

95

C1.1 Components of Revenue 2014-15 118

C1.2 Components of Expenditure 2014-15 119

C1.3 Total Assets as at 30 June 2015 121

C1.4 Total liabilities as at 30 June 2015 122

C1.5 Sources of Territorial revenue 124


APPENDIX 3: ABBREVIATIONS AND ACRONYMS

Abbreviations and Acronyms

ABS Australian Bureau of Statistics

ACARA Australian Curriculum, Assessment and Reporting Authority

ACE Adult and Community Education

ACECQA Australian Children’s Education and Care Quality Authority

ACEL Australian Council for Educational Leaders

ACT Australian Capital Territory

ACT ESA ACT Emergency Services Authority

ACT RFS ACT Rural Fire Service

ACTPS Australian Capital Territory Public Service

AEU Australian Education Union

AITSL Australian Institute of Teaching and School Leadership

ANU Australian National University

ANZAC Australian New Zealand Army Corps

AQTF Australian Quality Training Framework

ARC Accreditation and Registration Council

ASBA Australian School-based Apprenticeships

AS/NZS Australian Standard/New Zealand Standard

ASQA Australian Skills Quality Authority

AST ACT Scaling Test

ATAR Australian Tertiary Admissions Rank

ATSIEOs Aboriginal and Torres Strait Islander Education Officers


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AuSSI Australian Sustainable Schools Initiative

AWA Australian Workplace Agreement

BSO Building Service Officer

BSSS Board of Senior Secondary Studies

CCCares Canberra College Cares

CIT Canberra Institute of Technology

CO2 Carbon Dioxide

COAG Council of Australian Governments

CPRU Children’s Policy and Regulation Unit

CSD Community Services Directorate

DEECD Department for Education and Early Childhood Development

DERG Disability Education Reference Group

EALD English as an Additional Language or Dialect

ESDD Environment and Sustainable Development Directorate

ETD Education and Training Directorate

FACE Fellow of the Australian College of Educators

FACEL Fellow of the Australian College of Educational Leaders

FAPS French Australian Preschool

FMA Financial Management Act

FOI Freedom of information

FTE Full-time equivalent

GPO Government Payments for Outputs

GSEC Government Schools Education Council

HEC Higher Education Committee

HMSMP Hazardous Materials Survey Management Plans



HVAC Heating, ventilation, and air conditioning

ICT Information and communication technology

IECs Introductory English Centres

IELTS International English Language Testing System

LCC Learning Capital Council

MLA Member for the Legislative Assembly

NAPLAN National Assessment Program - Literacy and Numeracy

NGSEC Non-government Schools Education Council

NSSP National Assessment Program - Literacy and Numeracy

PPLF Principal Professional Learning Fund

PID Public Interest Disclosure

PPP Productivity Places Program

PSP Priorities Support Program

RAP Reconciliation Action Plan

RED Respect, Equity and Diversity

REDCOs Respect, Equity and Diversity Contact Officers

RTO Registered training organisation

SA4 School Assistant 4

SEA Special Employment Agreement

SEW Survey of Education and Work

SMART Science, Mathematics and Related Technologies

TaTE Training and Tertiary Education

TEQSA Tertiary Education Quality and Standards Agency

TES Tertiary Entrance Statement

TESOL Teachers of English to Speakers of Other Languages


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TPLF Teacher Professional Learning Fund

TQI Teacher Quality Institute

VET Vocational Education and Training

WESP Work Experience and Support Program


APPENDIX 4: INDEX

A

ACT Chief Minister’s ANZAC Spirit Prize 19, 41

ACT Principals Association 304, 305, 308, 309, 310, 311

ACT Public School Food and Drink Policy 19, 35, 81

ACT Public Service values 81

ACT Skills Needs list 24

ACT Teacher Mentor Program 266

ACT Vocational Education and Training Administration Records System

19, 46, 123

Action Plan 18, 19, 35, 36, 90, 100, 101, 108, 111, 227

Adult Community Education (ACE) Grants Program 41

Annual Reports 79, 96, 97, 254, 316

Apprentices 19, 23, 42, 52, 59, 66, 209, 330

Aqua Safe Water Safety and Awareness Program 36

Association of Independent Schools 256, 304, 305, 308, 309, 310, 311

Auditor-General 76, 77, 307

Australian Bureau of Statistics 11, 332

Australian Catholic University 255, 258, 259, 275

Australian Curriculum 267, 270, 271

Australian Curriculum, Assessment and Reporting Authority 297, 332

Australian Education Union 29, 90, 98, 255, 298, 304, 305, 332

Australian National University 267, 268, 269, 273, 275, 298, 304, 305, 314, 332


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A

Australian Professional Standards for Principals 100

Australian Professional Standards for Teachers 254, 257, 260, 265, 292, 294

Australian Research Alliance for Children and Young People (ARACY)

42

Australian School Based Apprenticeships 332

Australian Skills Quality Authority 332

B

Block Release Programs 124

Board of Senior Secondary Studies 17, 58, 64, 65, 251, 296, 297, 306, 312, 317, 320, 323, 333

Branch Business Plans 17

Bring Your Own Personal Device to School Policy 40

C

Canberra Institute of Technology 7, 12, 17, 52, 82, 209, 304, 305, 311, 333

Capital Works 12, 13, 14, 49, 77, 112, 114, 121, 123, 209, 210, 211, 213, 214, 215, 216, 217, 218, 219, 220, 222, 222, 262

Carbon Neutral 47, 108, 110, 215, 219

Catholic Education Office 255, 276, 278, 279, 283, 284, 285, 286, 289, 290, 308

CCCares 19, 46, 210, 333

Chief Minister’s Reading Challenge 216

Code of Conduct 298, 320, 325

Community Services Directorate 333

D

Dangerous Substances Act 220, 240

Disability Education 13, 83, 333

Disability Standards for Education 280


E

Early Childhood Degree Program 28

Economic Development Directorate 92, 94, 96, 117, 120, 123, 212, 220

Education Act 17, 244, 248, 253, 317, 318, 323, 324

Education Capital 6, 17, 19, 54, 80, 116

Employee Assistance Program 94, 331

Employee Complaints and Dispute Resolution Toolkit 47

Energy and water consumption 108

Energy consumption 109, 112, 114

Energy efficiency 108, 112, 213, 218, 269

Enterprise agreement 48, 101

Executive Teacher 83

F

Facebook 42, 299

Financial Management Act 117, 120, 122, 123, 254, 333

Flexible Learning Options 37

Fraud Prevention 90, 260, 307, 316

Freedom of Information Act 75, 264

G

Gifted and Talented Students Policy 18, 34, 37

Google 22, 34, 40, 281, 282

Google for Education Summit 22

Government Schools Education Council 251, 316, 317, 321, 322, 323, 324, 325, 333

Greenhouse gas emissions 49, 108, 109, 114


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H

Health Directorate 109

Higher Education 12, 13, 292, 293, 333

Home Education 8, 11, 116

Human Resources 16, 98, 99, 101, 103, 105, 107, 260, 307

Human Rights 307

I

Injury Management Toolkit 92

Internal Audit 17, 86, 88, 89, 90, 254, 260, 307, 318

International Women’s Day 53

Introductory English Centres 334

K

Kulture Break 29

L

Learn Anywhere program 34, 40

Learning Difficulties Transition Plan 37

Literacy and Numeracy 22, 23, 28, 54, 67, 271, 279, 284, 291, 297, 298, 318, 334

M

Microsoft 34

Minister for Education and Training 7, 12, 17, 35, 50, 53, 80, 91, 254, 261, 298, 316, 317, 323

Musica Viva 29, 272, 273, 276

N

National Assessment Program 54, 57, 67, 334

National Day of Action 81


N

National Disability Insurance Scheme 19, 36, 37, 116

National Education Reform Agreement 85

National Partnership on Skills Reform 18

Non-Government Schools Education Council 317, 322, 323, 324, 326, 334

O

Office for Schools 12, 13, 14, 103, 104, 106

Ombudsman 307

P

Parent and Carer Satisfaction 72

Pathways planning 288

Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools

51

Principals as Literacy Leaders 22

Priorities 8, 15, 17, 18, 48, 54, 79, 83, 98, 108, 213

Professional Development 18, 23, 83, 98, 99, 112, 216, 273, 276, 320, 323

Public Interest Disclosure 256, 307

R

Recognition of Service Award Ceremony 50

Records Management 36, 48, 261

Registered Training Organisations 8, 11, 23, 25, 46, 52, 302

Respect Equity and Diversity 15

Ride or Walk to School 85, 109

Risk Management 15, 17, 86, 87, 88, 116, 260, 261, 302, 318, 323, 324


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S

Scholarships 18, 19, 28, 29, 34, 100, 320

School Boards 318, 319

School Census 22, 58, 64

School environment 35, 81

School Improvement 14, 79, 80, 100, 277, 288

School Network Leader 50, 302

School Plans 17, 79

School Satisfaction Surveys 79

SchoolsNET 19, 34, 46

Secondary Bursary Scheme 124

Senior Executive Team 12, 15, 16, 86

Social Media 281

Strategic Plan 6, 8, 15, 17, 18, 54, 94, 254, 256, 260, 297

Strategic Risk Management and Audit Plan 116

Student Aspirations Program 34, 37

Strategic Asset Management Plan 48, 218

Strategic Plan 6, 8, 15, 17, 18, 54, 94, 254, 256, 260

Strategic Risk Management and Audit Plan 116

Student Aspirations Program 34, 37

Sustainability 108, 109, 111, 112, 114, 123, 213, 269, 288

T

Taskforce on Students with Learning Difficulties 35

Territory and Municipal Services 77, 109

Tertiary Entrance Statement 300, 302

Trainees 52


T

Training and Tertiary Education 6, 12, 13, 14, 17, 41

Tuggeranong Sustainable Learning Trade Training Centre 211, 219

Twitter 42, 299

U

UN Convention on the Rights of the Child 43

Universal Access 118, 215

University of Canberra 17, 35, 111, 211, 212, 255, 256, 258, 259, 266, 268, 270, 273, 274, 300

V

Vocational Education and Training 8, 11, 19, 23, 24, 25, 36, 41, 42, 46, 52, 48, 59, 66, 116, 123, 300, 304, 305, 306, 317, 320

W

Workplace health and safety 92, 93, 94, 100, 109, 218, 260

Y

Year 12 Certificate 18, 64, 65, 209, 300, 301, 302, 303, 317, 330, 331


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2014-15-Annual-Report.pdf - ACT Education Directorate

Documents

Transcript of 2014-15-Annual-Report.pdf - ACT Education Directorate