The Educator looks at how the Australian Principal Certification will improve the quality of school leadership, and recognition of the profession, in the year ahead
A regional school in Victoria has been recognised by a prestigious drama association for its innovative curriculum delivery. The Educator investigates
Australia’s school system requires strategic leadership, not restrictive regulation, says AHISA chair, Dr Mark Merry
Australia’s main teachers union claims that the Gonski 2.0 model will massively over-fund private schools, but is this true? The Educator investigates
Making news this week, rising student anxiety, the latest global literacy rankings and a chat with the incoming principal of St Michael’s Grammar
Our new teachers are overworked, over-stressed and in need of urgent support.
The axing of Special RE in Victoria's state schools will drive some state school parents to enrol their children in denominational schools. This, in turn, will pressurise state and Commonwealth authorities to increase the proportion of their funding to religious non-government schools, and conversely to decrease their funding of state schools as their numbers plummet, thereby reinforcing the logic that children should be equally funded regardless of the schools in which their parents enrol them. Such an overarching principle underpins the 'equal' funding of secular and religious schools in most developed, pluralistic OECD polities, such as the UK, all of Western Europe and New Zealand. In this instance, the extreme Victorian secularists have not only kicked an own goal but inadvertently triggered an impetus for Australians to align our school-funding policies with those of most of the OECD, in which it is private schooling, rather than religious schooling, that isn't publicly funded.
South Australian public schools have not had compulsory RE in a long, long time. Nobody has suffered as a result. However, study in an area is worthwhile if it brings understanding in that area. So, why not study ALL forms of religion? Limiting yourself to one point of view has never been at the foundation of a good education.
That comment resonated too much. Thank you
I was going to write a long reply to this thread until I read Diana's response.....she has expressed the situation perfectly and I can therefore only add 'I agree'. By the way as a male principal I have worked with and for a wonderful female principal who led the school community brilliantly and embraced all staff irrespective of gender. I also had the unfortunate experience of working for another female principal who was totally inadequate in so many ways, least of all her inability to accept that any criticism of her was due to her lack of skill, insight, empathy or courage. It had absolutely nothing to do with her reproductive organs. My opinion, quite simply is that many women do not see principalship as something to aspire to as they recognise that it is often a thankless job and they are smart enough to not put their hands up for it. I think the glass ceiling analogy not accurate in this instance. I have had 3 wonderful female AP's and not one of them saw my position as something they wanted to take on.
In addition to smooth day-to-day operations, schools must also ensure their network and connected devices have a strong cybersecurity component
The Educator speaks to the chief security officer of a major technology corporation about how principals can protect their schools from cyberthreats
Although still relatively new, classroom use of virtual reality is seeing an increasing number of companies create learning tools based on the technology. The Educator investigates