The document provides information about managing risks in schools. It discusses the principal's responsibilities for leading risk identification and assessment according to DEECD's Risk Management Policy and seven-step risk management process. It identifies the key documents that assist in managing school risk: the Enhanced Risk Management Framework and Risk Management in Schools. Contact information is provided for the Risk Management contact.
Este documento presenta la información sobre el Liceo Industrial Alberto Widmer, incluyendo su historia, misión, valores, infraestructura, especialidades, personal docente y asistentes, centros de padres y alumnos, y programas y convenios. El liceo imparte tres especialidades técnicas y atiende a más de 900 estudiantes de Maipú y comunas aledañas.
Este documento resume un curso sobre Cábala y Tarot. Explica términos como Pantáculo y Talismán, e indica que los Pantáculos se usan para protección y atraer cosas como el éxito, amor y dinero. Luego da instrucciones para realizar diferentes rituales mágicos usando ingredientes como hierbas, velas y oraciones. Finalmente interpreta los arcanos mayores del Tarot asignándoles números, letras hebreas y significados.
un proyecto para potenciar la lectura entre estudiantes de maestro Delia garc...joaquinparedes
Este documento presenta un seminario sobre el uso de la lectura como una herramienta para desarrollar competencias intelectuales en los estudiantes de la licenciatura en educación secundaria con especialidad en español. Describe los problemas actuales como la falta de interés en el aprendizaje y propone un proceso didáctico centrado en la lectura para abordar estas limitaciones. El proceso incluye estrategias como diagnósticos lectores, activación de conocimientos previos y discusiones sobre las obras literarias leídas. Los resultados esperados son
El documento resume la historia de la apendicectomía y las características clínicas de la apendicitis. La primera apendicectomía se realizó en 1736, y desde entonces se han descrito las características anatómicas y clínicas de la enfermedad. Los síntomas más comunes son dolor abdominal, náuseas y vómitos, y el diagnóstico se basa en el examen físico y los análisis de laboratorio. La apendicitis es más común entre los 10 y 20 años de edad
Belenus es una consultora especializada en la implantación comercial internacional que ofrece asistencia técnica a empresas para desarrollar su negocio en Europa del Este, Latinoamérica y zonas de influencia. Está formada por profesionales independientes con experiencia en derecho, marketing, ingeniería y nuevas tecnologías, y tiene presencia en capitales de Latinoamérica, Europa del Este y oficinas en Chile, Rumania y España. Ofrece soluciones en gestión de compras internacionales, marketing, recursos humanos, constitución de sociedades y
El “Masajeador Capilar Multifuncional” es un equipo para la salud, con un sistema que combina la alta tecnología y principios de la Medicina China.
Tiene 3 funciones básicas:
Equilibra el potencial bioeléctrico
Favorece la salud por su sistema láser de baja intensidad
Brinda un masaje saludable con vibraciones.
Este documento presenta la información sobre el Liceo Industrial Alberto Widmer, incluyendo su historia, misión, valores, infraestructura, especialidades, personal docente y asistentes, centros de padres y alumnos, y programas y convenios. El liceo imparte tres especialidades técnicas y atiende a más de 900 estudiantes de Maipú y comunas aledañas.
Este documento resume un curso sobre Cábala y Tarot. Explica términos como Pantáculo y Talismán, e indica que los Pantáculos se usan para protección y atraer cosas como el éxito, amor y dinero. Luego da instrucciones para realizar diferentes rituales mágicos usando ingredientes como hierbas, velas y oraciones. Finalmente interpreta los arcanos mayores del Tarot asignándoles números, letras hebreas y significados.
un proyecto para potenciar la lectura entre estudiantes de maestro Delia garc...joaquinparedes
Este documento presenta un seminario sobre el uso de la lectura como una herramienta para desarrollar competencias intelectuales en los estudiantes de la licenciatura en educación secundaria con especialidad en español. Describe los problemas actuales como la falta de interés en el aprendizaje y propone un proceso didáctico centrado en la lectura para abordar estas limitaciones. El proceso incluye estrategias como diagnósticos lectores, activación de conocimientos previos y discusiones sobre las obras literarias leídas. Los resultados esperados son
El documento resume la historia de la apendicectomía y las características clínicas de la apendicitis. La primera apendicectomía se realizó en 1736, y desde entonces se han descrito las características anatómicas y clínicas de la enfermedad. Los síntomas más comunes son dolor abdominal, náuseas y vómitos, y el diagnóstico se basa en el examen físico y los análisis de laboratorio. La apendicitis es más común entre los 10 y 20 años de edad
Belenus es una consultora especializada en la implantación comercial internacional que ofrece asistencia técnica a empresas para desarrollar su negocio en Europa del Este, Latinoamérica y zonas de influencia. Está formada por profesionales independientes con experiencia en derecho, marketing, ingeniería y nuevas tecnologías, y tiene presencia en capitales de Latinoamérica, Europa del Este y oficinas en Chile, Rumania y España. Ofrece soluciones en gestión de compras internacionales, marketing, recursos humanos, constitución de sociedades y
El “Masajeador Capilar Multifuncional” es un equipo para la salud, con un sistema que combina la alta tecnología y principios de la Medicina China.
Tiene 3 funciones básicas:
Equilibra el potencial bioeléctrico
Favorece la salud por su sistema láser de baja intensidad
Brinda un masaje saludable con vibraciones.
Martina, una publicista obesa, le revela a su amiga Valentina que desea dejar su carrera para convertirse en astronauta y perderse en el espacio como la legendaria Amelia Earhart. Valentina se burla de la idea de Martina y cree que es una excusa para escapar de sus problemas actuales. Martina insiste en que desea trascender y alcanzar la eternidad volando hacia otros planetas.
Este documento proporciona instrucciones para la inscripción en la modalidad a distancia en la Facultad de Ciencias Políticas y Sociales. Los estudiantes deben recoger documentos, imprimir el comprobante de inscripción, entregar documentos personalmente, por correo electrónico o postal, llenar un formato de datos, revisar un tutorial, asistir a una ceremonia de bienvenida el 26 de enero, tomar un curso de inducción el 23 de febrero y comenzar los cursos a distancia el 2 de marzo.
Este boletín parroquial presenta las actividades y eventos planificados para el próximo curso pastoral 2016-2017 de la Comunidad Cristiana de la Inmaculada, incluyendo una novena y celebración de San Francisco de Asís, el comienzo de la catequesis familiar e infantil, cursos de confirmación para adultos y jóvenes, y varios eventos y actividades especiales hasta finales de año.
El email marketing es fundamental para una buena estrategia online. La frecuencia, el horario de envío de las campañas o un asunto llamativo son indicadores y KPIs que hay que tener en cuenta.
Este documento describe las oportunidades de marketing digital durante la temporada navideña en España, incluyendo un aumento previsto en las ventas minoristas y las búsquedas en línea. Resalta que las búsquedas de regalos populares, como juguetes, ropa, perfumes y electrónica, aumentan sustancialmente en diciembre. Recomienda que las marcas aprovechen estas tendencias a través de campañas de búsqueda, display y remarketing enfocadas para encontrar a la audiencia correcta y cerrar ventas.
El documento describe las plataformas virtuales, que son software basado en la web que permite crear, desarrollar y gestionar cursos en línea. Ofrece tanto ventajas como inconvenientes para la formación virtual y semipresencial. Incluye herramientas básicas como gestión de contenidos, comunicación y pruebas, así como ejemplos de software libre y propietario. Finalmente, muestra estadísticas del uso de la plataforma virtual en una universidad.
Forjas Taurus S.A. is a leading Brazilian manufacturer of defense, security, and industrial products. It has a market share of over 90% in the Brazilian handgun market and is one of the largest handgun manufacturers in the world. The company has a vertically integrated production strategy focused on cost efficiency and quality. It is seeking growth through expanding into new markets, developing higher value-added products, and achieving economies of scale. However, it remains highly dependent on the firearm segment for the majority of its revenues.
Sumario
Acreditación en Certificación de Personas.
Competencia avalada. Reconocimiento Internacional
Bancos de sangre de cordón umbilical. Certificación acreditada
Estudios de histocompatibilidad para trasplantes
Seguridad Privada, nuevos servicios acreditados
Control de la Calidad de la Construcción
Inspección y certificación de instalaciones fotovoltaicas
Primeras acreditaciones conforme a la nueva ISO 17021
Nuevos servicios de intercomparación acreditados
ENAC, aliado de la empresa exportadora
Contens
Accreditation in certification of persons. Endorsed competence, International recognition
Sedigas expands its accreditation
Umbilical cord blood banks. Accredited certification
Studies of histocompatibility for transplants
Private security, newly-accredited services
Construction quality control
Inspection and certification of photovoltaic installations
First accreditations in accordance with the new ISO 17021
Newly-accredited proficiency testing services
ENAC, allied to the export company
Slide karim indicadores y criterios de calidad ed a distanciaCarblack Jim
Este documento discute la importancia de los indicadores de calidad para evaluar la educación a distancia. Propone agrupar los indicadores en tres categorías: funcionalidad, eficacia y eficiencia. Para cada categoría, describe varios tipos de indicadores que podrían usarse para medir la calidad. El objetivo final es desarrollar un modelo de calidad basado en indicadores relevantes que puedan usarse para evaluar instituciones de educación superior que ofrecen educación a distancia.
El documento describe la ciudad de Popayán, Colombia. Fue fundada en 1537 y está situada a 1737 metros sobre el nivel del mar, con una temperatura promedio de 19 grados C. Popayán es conocida por su casco antiguo bien conservado, su gastronomía que incluye platos como el sancocho y el tamal de pipián, y sus procesiones religiosas de Semana Santa que son las más antiguas de América.
Este documento describe los diferentes tipos de montes indígenas en Paraguay, incluyendo el monte ribereño que crece a lo largo de los ríos, el monte serrano que cubre las sierras, el monte parque que es una mezcla de bosques y praderas, y las especies de plantas y animales típicos de cada uno. También resume las funciones importantes de estos montes como mantener la biodiversidad, regular el ciclo hidrológico, proteger las cuencas, y proveer refugio para la fauna.
El documento presenta una serie de ejercicios resueltos por una estudiante sobre algoritmos y lógica. Incluye la descripción detallada de los pasos para realizar tareas cotidianas como comprar una revista o freír un huevo, así como ejercicios de numeración lógica de pasos y la elaboración de aviones y barcos de papel.
Este documento presenta un catálogo promocional para un curso de artroscopia de cadera que se llevará a cabo del 31 de mayo al 2 de junio de 2012 en un hotel en Cali, Colombia. El curso contará con cirugías en vivo y conferencistas expertos nacionales e internacionales en artroscopia de cadera. El objetivo del curso es que los profesionales médicos interesados puedan iniciar o actualizar su aprendizaje sobre patologías de cadera susceptibles de tratamiento artroscópico.
South park green space vision plan 6.17.14 final_reduced sizeLee Warnecke
Seattle’s South Park neighborhood, located in southwest Seattle on the western banks of the Duwamish River, is in greater need of public green space than almost any other neighborhood in the city. South Park’s tumultuous social, industrial, and environmental history has led to one of the most underserved populations in the city in respects to
accessible public parklands and green space.
Mainstreaming drr in plan’s development work nepalNDRC Nepal
The document discusses mainstreaming disaster risk management (DRM) into development work. It outlines steps to mainstream DRM institutionally, such as raising awareness and developing tools and methodologies. It also discusses the Hyogo Framework for Action's five priority areas: governance, risk assessment, knowledge and education, risk management, and preparedness and response. Finally, it presents workshops and an action plan for mainstreaming DRM at the community, program unit, and country office levels.
This document discusses developing a risk management plan for Head Start programs. It defines risk management as measuring and assessing risk to then develop strategies to manage those risks. It identifies sources of operational and financial risk for Head Start programs. The risk management plan process includes establishing context, identifying risks, assessing risks, determining treatments, creating the plan, implementing it, monitoring results, and reviewing/evaluating. An effective risk management plan prioritizes risks and proposes controls to mitigate risks in order to help Head Start programs satisfy performance standards.
This document is the Spring 2009 issue of the SouthEast Education Network magazine. It includes articles on topics like obesity prevention initiatives in 36 states, rethinking early childhood education, and security in schools. It also profiles educational destinations across southeastern states and provides information on educational conferences, products, and services. The front cover features Florida's Kennedy Space Center. Other sections include information on educational travel options, colleges and schools in the region, and a preview of the next issue focusing on education technology.
Martina, una publicista obesa, le revela a su amiga Valentina que desea dejar su carrera para convertirse en astronauta y perderse en el espacio como la legendaria Amelia Earhart. Valentina se burla de la idea de Martina y cree que es una excusa para escapar de sus problemas actuales. Martina insiste en que desea trascender y alcanzar la eternidad volando hacia otros planetas.
Este documento proporciona instrucciones para la inscripción en la modalidad a distancia en la Facultad de Ciencias Políticas y Sociales. Los estudiantes deben recoger documentos, imprimir el comprobante de inscripción, entregar documentos personalmente, por correo electrónico o postal, llenar un formato de datos, revisar un tutorial, asistir a una ceremonia de bienvenida el 26 de enero, tomar un curso de inducción el 23 de febrero y comenzar los cursos a distancia el 2 de marzo.
Este boletín parroquial presenta las actividades y eventos planificados para el próximo curso pastoral 2016-2017 de la Comunidad Cristiana de la Inmaculada, incluyendo una novena y celebración de San Francisco de Asís, el comienzo de la catequesis familiar e infantil, cursos de confirmación para adultos y jóvenes, y varios eventos y actividades especiales hasta finales de año.
El email marketing es fundamental para una buena estrategia online. La frecuencia, el horario de envío de las campañas o un asunto llamativo son indicadores y KPIs que hay que tener en cuenta.
Este documento describe las oportunidades de marketing digital durante la temporada navideña en España, incluyendo un aumento previsto en las ventas minoristas y las búsquedas en línea. Resalta que las búsquedas de regalos populares, como juguetes, ropa, perfumes y electrónica, aumentan sustancialmente en diciembre. Recomienda que las marcas aprovechen estas tendencias a través de campañas de búsqueda, display y remarketing enfocadas para encontrar a la audiencia correcta y cerrar ventas.
El documento describe las plataformas virtuales, que son software basado en la web que permite crear, desarrollar y gestionar cursos en línea. Ofrece tanto ventajas como inconvenientes para la formación virtual y semipresencial. Incluye herramientas básicas como gestión de contenidos, comunicación y pruebas, así como ejemplos de software libre y propietario. Finalmente, muestra estadísticas del uso de la plataforma virtual en una universidad.
Forjas Taurus S.A. is a leading Brazilian manufacturer of defense, security, and industrial products. It has a market share of over 90% in the Brazilian handgun market and is one of the largest handgun manufacturers in the world. The company has a vertically integrated production strategy focused on cost efficiency and quality. It is seeking growth through expanding into new markets, developing higher value-added products, and achieving economies of scale. However, it remains highly dependent on the firearm segment for the majority of its revenues.
Sumario
Acreditación en Certificación de Personas.
Competencia avalada. Reconocimiento Internacional
Bancos de sangre de cordón umbilical. Certificación acreditada
Estudios de histocompatibilidad para trasplantes
Seguridad Privada, nuevos servicios acreditados
Control de la Calidad de la Construcción
Inspección y certificación de instalaciones fotovoltaicas
Primeras acreditaciones conforme a la nueva ISO 17021
Nuevos servicios de intercomparación acreditados
ENAC, aliado de la empresa exportadora
Contens
Accreditation in certification of persons. Endorsed competence, International recognition
Sedigas expands its accreditation
Umbilical cord blood banks. Accredited certification
Studies of histocompatibility for transplants
Private security, newly-accredited services
Construction quality control
Inspection and certification of photovoltaic installations
First accreditations in accordance with the new ISO 17021
Newly-accredited proficiency testing services
ENAC, allied to the export company
Slide karim indicadores y criterios de calidad ed a distanciaCarblack Jim
Este documento discute la importancia de los indicadores de calidad para evaluar la educación a distancia. Propone agrupar los indicadores en tres categorías: funcionalidad, eficacia y eficiencia. Para cada categoría, describe varios tipos de indicadores que podrían usarse para medir la calidad. El objetivo final es desarrollar un modelo de calidad basado en indicadores relevantes que puedan usarse para evaluar instituciones de educación superior que ofrecen educación a distancia.
El documento describe la ciudad de Popayán, Colombia. Fue fundada en 1537 y está situada a 1737 metros sobre el nivel del mar, con una temperatura promedio de 19 grados C. Popayán es conocida por su casco antiguo bien conservado, su gastronomía que incluye platos como el sancocho y el tamal de pipián, y sus procesiones religiosas de Semana Santa que son las más antiguas de América.
Este documento describe los diferentes tipos de montes indígenas en Paraguay, incluyendo el monte ribereño que crece a lo largo de los ríos, el monte serrano que cubre las sierras, el monte parque que es una mezcla de bosques y praderas, y las especies de plantas y animales típicos de cada uno. También resume las funciones importantes de estos montes como mantener la biodiversidad, regular el ciclo hidrológico, proteger las cuencas, y proveer refugio para la fauna.
El documento presenta una serie de ejercicios resueltos por una estudiante sobre algoritmos y lógica. Incluye la descripción detallada de los pasos para realizar tareas cotidianas como comprar una revista o freír un huevo, así como ejercicios de numeración lógica de pasos y la elaboración de aviones y barcos de papel.
Este documento presenta un catálogo promocional para un curso de artroscopia de cadera que se llevará a cabo del 31 de mayo al 2 de junio de 2012 en un hotel en Cali, Colombia. El curso contará con cirugías en vivo y conferencistas expertos nacionales e internacionales en artroscopia de cadera. El objetivo del curso es que los profesionales médicos interesados puedan iniciar o actualizar su aprendizaje sobre patologías de cadera susceptibles de tratamiento artroscópico.
South park green space vision plan 6.17.14 final_reduced sizeLee Warnecke
Seattle’s South Park neighborhood, located in southwest Seattle on the western banks of the Duwamish River, is in greater need of public green space than almost any other neighborhood in the city. South Park’s tumultuous social, industrial, and environmental history has led to one of the most underserved populations in the city in respects to
accessible public parklands and green space.
Mainstreaming drr in plan’s development work nepalNDRC Nepal
The document discusses mainstreaming disaster risk management (DRM) into development work. It outlines steps to mainstream DRM institutionally, such as raising awareness and developing tools and methodologies. It also discusses the Hyogo Framework for Action's five priority areas: governance, risk assessment, knowledge and education, risk management, and preparedness and response. Finally, it presents workshops and an action plan for mainstreaming DRM at the community, program unit, and country office levels.
This document discusses developing a risk management plan for Head Start programs. It defines risk management as measuring and assessing risk to then develop strategies to manage those risks. It identifies sources of operational and financial risk for Head Start programs. The risk management plan process includes establishing context, identifying risks, assessing risks, determining treatments, creating the plan, implementing it, monitoring results, and reviewing/evaluating. An effective risk management plan prioritizes risks and proposes controls to mitigate risks in order to help Head Start programs satisfy performance standards.
This document is the Spring 2009 issue of the SouthEast Education Network magazine. It includes articles on topics like obesity prevention initiatives in 36 states, rethinking early childhood education, and security in schools. It also profiles educational destinations across southeastern states and provides information on educational conferences, products, and services. The front cover features Florida's Kennedy Space Center. Other sections include information on educational travel options, colleges and schools in the region, and a preview of the next issue focusing on education technology.
1) This document outlines the job profile for an Emergency Response Personnel Monitoring, Evaluation, Accountability & Learning Adviser position with Save the Children UK.
2) The ERP MEAL Adviser will generally be deployed to provide technical support in medium to large-scale emergencies or fill senior technical roles in chronic humanitarian programs.
3) Key responsibilities include leading MEAL system design and implementation, evaluations, data analysis, capacity building, and ensuring accountability and community participation in programs.
The document discusses several topics related to educational planning, management, and administration. It first addresses defining quality education and issues within current educational systems, such as deteriorating quality, lack of resources, language policies, and mismatches between education and needs. It then covers financial management in education, including funding sources for employee salaries, building maintenance, student programs, and classroom supplies. Finally, it discusses human resource management, including talent retention, engagement, and development strategies. Key models for engagement include considering employee well-being, access to information, fairness, and involvement.
Risk management is the process of making and acting on choices to reduce the negative impacts of risk on an organisation. In schools, such hazards include student harm, a lawsuit filed by an irate parent, or damage to the school's image.
The COVID-19 pandemic necessitated changes in education delivery, including distance learning. This poses challenges but also opportunities to explore new approaches. Successful implementation of learning delivery modalities requires planning, consultation, and data-informed decision making. Technical assistance must be provided to support teachers and schools. Ongoing monitoring and evaluation is also essential to assess progress, identify issues, and ensure adjustments are made for effective, efficient education provision during the pandemic.
The Preparedness Committee oversees crisis planning at the school. It has 6 members from various roles to provide different perspectives. The committee develops emergency procedures, conducts training, and enhances safety and security through initiatives. It encourages community involvement to foster a safe environment. The goals are to raise safety awareness, update procedures, and provide reasonable protection. Accomplishments include training, evaluations, improved procedures, and safety enhancements. Continued work involves lockdown practices, incident command training, and plan improvements.
This 3-day course on oil spill management response will be held in Lagos, Nigeria from March 11-13, 2015. The course will provide an understanding of oil spill behavior and effects, response strategies, and hands-on equipment training. Participants will learn to coordinate response efforts between organizations. The course will cover topics like oil movement, shoreline assessment techniques, response decision processes, and treatment options. It is designed for those leading shoreline and offshore oil spill response operations. Participants will receive a certificate and training materials. The course fee is 126,000 Naira per participant and in-house training can also be arranged.
The document provides information on the Risk Management program at Glasgow Caledonian University, including:
1) The program aims to provide both conceptual knowledge and practical skills in risk management to equip students for careers in the field.
2) The objectives are to develop students' understanding of risk management theories and practices; stimulate analytical thinking; and provide transferable skills for employment.
3) Learning and teaching methods include lectures, seminars, tutorials, and industry visits. Assessment includes coursework, exams, and a final year research project.
Dr. Robert D. Childs is an expert in cyber leadership education and information leadership. He previously served as Chancellor of the National Defense University iCollege and Deputy to the President for Cyber and Information. He is now the President and CEO of iCLEAR LLC, an international cyber leadership education consulting firm. Through iCLEAR and his previous positions, he has helped numerous countries and organizations strengthen their cyber defenses and develop cyber leadership programs. He has extensive experience advising governments and companies on cyber policies, strategies, and education.
Excerpt from RCM&D's Enterprise Risk Management at Private Liberal Arts Colle...Bill Skene
The document is a summary report of an enterprise risk management benchmarking study conducted by RCM&D for private liberal arts colleges. Key points:
- The study surveyed 29 small, private liberal arts colleges in the mid-Atlantic region on their perceptions of 56 risks across 11 operational domains.
- Chief financial officers made up 46% of respondents. Top risks were identified as tuition dependency, meeting financial goals, data/network security, admissions, and alumni/donor support.
- The report provides aggregate results and a risk heat map that institutions can use as an ERM benchmarking tool to assess their risk prevention efforts.
This document outlines an e-safety policy for a primary school. It discusses responsibilities for e-safety, including designating an e-safety committee and coordinator. It covers developing and reviewing the policy, acceptable use agreements, self-evaluation, and linking the policy to other relevant policies. It also addresses illegal activities, use of technology, education, and training regarding e-safety for staff, governors, parents, and the wider community.
Management Approach to disaster risk and humanitarian responseDr. Dan EKONGWE
This program is a continuation of the CDC/PAID-WA partnership in training, research and consultancy. The objective is to ensure the implementation, monitoring and evaluation of CDC personnel in order to develop a corporate security system and model for disaster risk management at the CDC Corporation and its estates spread across the national territory. The essence is about capacity building and professional training on ‘Emergency and Disaster Risk Management’ and will be focused on the risks that would occur in the environ of the organization and its community by examining the implementation of practical methods to reduce the effects of natural or man-made risk situations.
Safety, Security and Risk Management in Agro-industrial OrganizationsDr. Dan EKONGWE
Safety, security and risk management in agro-industrial organizations is about disaster risk management in organizations. The aim of the program was to develop a professional approach to the security sector within the CDC with emphases on the management of safty of personnel, security of the corporations resources and estates and anticipation, planning, expanding and rehabilitating the measures put in place since the creation of the corporation in 1949 to management the various risk in the different factoriy environment, offices, field and plants as well as equipements.
Fundamentals of finance for technical executives 2013Martinus Benjamin
This document provides an overview of a finance program for technical managers from the Asian Institute of Management. The 3-sentence summary is:
The program teaches technical managers and executives how to apply basic finance principles to project evaluation, resource allocation, and influencing funding decisions. Participants will learn tools like discounted cash flow analysis and how to understand financial statements. The teaching methods include case discussions, lectures, workshops, and group presentations led by an associate dean with expertise in banking, finance, and fixed income securities.
The value of having a post secondary educationKevin Gw
The document discusses the value of obtaining a post-secondary education. It notes that most careers today require education beyond high school and that college provides students with the knowledge, skills, and training needed to succeed in today's competitive job market. College programs are flexible and offer hands-on learning opportunities. Short diploma programs are available in fields like business, healthcare, technology, and criminal justice. Overall, the document promotes the benefits of a college education for gaining qualifications and opening doors to meaningful careers.
The Guardian SafeSchool Program is a comprehensive school security program developed by Critical Intervention Services (CIS) and the S2 Institute to protect students from violence. The program utilizes a holistic, integrated approach involving proactive threat prevention and mitigation of potential impacts through preparedness and response. This includes promoting a positive school culture, threat assessment, security procedures, and emergency protocols. The program has received national recognition and was endorsed by John Jay College of Criminal Justice as a model for best practices. CIS consultants can assist schools in implementing the program through security assessments, improving procedures, and staff training.
The Magic of Micro-credentials: Learning Unbundled or Bundles of Trouble?Mark Brown
This document discusses micro-credentials and some of the opportunities and challenges around them. It begins by defining micro-credentials and examining their potential benefits, such as increasing employability and supporting lifelong learning. However, it also notes some potential issues, such as the lack of quality assurance standards and frameworks in many countries. The document then explores how institutions can develop strategies to offer micro-credentials and some of the leadership, structures, and business models needed. It also cautions that there are bundles of trouble that could be encountered, such as failing to address costs and demand, and gaps in quality assurance. Overall, the document provides an overview of micro-credentials while highlighting both their promise and some of the pitfalls to avoid.
Helping to Frame the Board’s Risk Conversation - A Profession in Transformation
by AIRMIC John Hurrell and Julia Graham
This session presented on October 04, 2016 during the FERMA European Risk Seminar in Malta, set out some of the issues involved for risk managers making this professional journey and offer practical ideas and suggestions on how risk managers can seize these professional opportunities.
Reinforcing FERMA’s vision of “a world where risk management is embedded in the business model and culture of organisations”, this session will focus on how risk management can be embedded in the business model of the organisation and the importance of risk culture and the profiling of risk culture as part of this process.
The session introduced models, tools and techniques designed for the risk manager developed in partnership with colleagues from other professions and in consultation with those who have a seat at the boardroom table.
5 Tips for Creating Standard Financial ReportsEasyReports
Well-crafted financial reports serve as vital tools for decision-making and transparency within an organization. By following the undermentioned tips, you can create standardized financial reports that effectively communicate your company's financial health and performance to stakeholders.
2. Elemental Economics - Mineral demand.pdfNeal Brewster
After this second you should be able to: Explain the main determinants of demand for any mineral product, and their relative importance; recognise and explain how demand for any product is likely to change with economic activity; recognise and explain the roles of technology and relative prices in influencing demand; be able to explain the differences between the rates of growth of demand for different products.
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My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
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Topic content to date
1. Domain Technical Topic: Understanding the Risk Management Framework
Knowledge Area
Managing Risk
Overview The standard approach to proactive management of risks and opportunities
can greatly help your school to improve decisions and outcomes as well as
prioritise resources.
Management of risk is everyone’s responsibility.
As principal, you have overall and specific responsibilities detailed in the
DEECD Risk Managementpolicy.
The risk management processdetails the seven steps to effective risk
management.
The process and DEECD risk management guidelines and tools can be
accessed throughedugate.
As principal, your role is to lead the school in identifying and assessing risks,
managing risk to acceptable levels and promoting effective risk management
Where will you find the
There are two key documents to assist you in managing risk in your
crucial information?
school. They are:
Key Links Enhanced Risk Management Framework
Risk Management in Schools
Information is also available through the School Policy and Advisory Guide
(SPAG) School Policy & Advisory Guide
and through edugate here:
https://edugate.eduweb.vic.gov.au/Services/Policies/RiskManagement/Pages/Home.aspx
Key Contacts
Tim Crawford 96373881crawford.tim.g@edumail.vic.gov.au
2. Domain Technical Topic:Planning for Overseas Travel
Knowledge Area
Managing Risk
Overview Overseas travel can greatly contribute to curriculum and educational
outcomes but also poses risks not normally encountered or considered.
Appropriate planning is essential to gain approval but more importantly to
maximise the chances of safely achieving the desired outcomes.
Schools are required to follow the Department’s guidelines and school
excursion policies in planning, conducting and approving excursions
Overseas travel requires the approval of the School Council and Regional
Director (for staff) seeSafety Guidelines for Education Outdoors and the
Overseas travel policy.
Overseas travel requirements include the requirement to comply with DFAT
travel advice
Principals, in assuming ultimate responsibility for the conduct of all
excursions, need to have a sound understanding of the Department’s
guidelines and school excursion policies in planning conducting and
approving excursions, need to make themselves aware of any DFAT travel
advice, ensure the undertaking of a risk assessment.
Subscribing to ‘smartraveller’ whilst the travelling party is overseas will assist
the principal in monitoring progress and any changed circumstances.
Where will you find the
The Overseas travel guide and sample risk register can be accessed through
crucial information? the Risk Management in Education Outdoorsedugate site
Key Links DFAT travel advice can be accessed at http://www.smartraveller.gov.au/
The overarching excursions policy can be found here:
http://www.education.vic.gov.au/management/governance/spag/safety/excursions/default.htm
The link to edugate is:
https://edugate.eduweb.vic.gov.au/Services/ Policies/RiskManagement/Pages/Risk-
Management-in-Outdoor-Education.aspx
Key Contacts
Tim Crawford, 96373881 crawford.tim.g@edumail.vic.gov.au
3. Domain Technical Topic:Planning for Outdoor Education
Knowledge Area
Managing Risk
Overview An excursion is an activity organised by a school (not including work
experience) during which students leave the school grounds to engage in
educational activities (including camps and sport). Adventure activities are
included in this definition (regardless of whether they occur outside the school
grounds or not).
Schools are required to follow the Department’s guidelines and school
excursion policies in planning, conducting and approving excursions.
The DEECD risk management process has been mandated for use in
managing any risks, including those associated with Outdoor Education.
Principals ensure that any risks are identified and managed.
Excursions require appropriate approval, including that of the school council
in some instances. The Planning and Approval Process outlines these.
As principal, you assume ultimate responsibility for the conduct of all
excursions so you need to ensure that excursions are planned and
conducted in accordance with the Department’s policies and guidelines.
Where will you find the
The overarching excursions policy can be found here:
crucial information? http://www.education.vic.gov.au/management/governance/spag/safety/excurs
ions/default.htm
Links
Adventure activity policy can be found here:
http://www.education.vic.gov.au/management/governance/spag/safety/excurs
ions/adventure.htm
Risk management policy, process and guidelines can be found here:
https://edugate.eduweb.vic.gov.au/Services/Policies/RiskManagement/Pages
/Home.aspx
https://edugate.eduweb.vic.gov.au/Services/Policies/RiskManagement/Pages
/Risk-Management-in-Outdoor-Education.aspx
Another relevant link is:
http://www.education.vic.gov.au/management/schooloperations/edoutdoors/d
efault.htm
Key Contacts
Risk Management Contact: Tim Crawford, 96373881,
crawford.tim.g@edumail.vic.gov.au
4. Domain Technical Topic:Eliminating Fraud and Corruption
Knowledge Area
Managing Risk
Overview The School Council, on behalf of the Minister for Education and the public, entrusts
school employees to utilise public monies and resources for educational purposes
and to carry out their tasks honestly and ethically.
As a principal, you are the executive officers of your school council and, as such, you
have a specific governance role to manage school resources effectively and
efficiently on behalf of the school council and in line with the council decisions.
You can demonstrate your accountability to the council by creating an effective
internal control environment and by reducing the opportunities for fraud by
developing and encouraging capable guardians of public funds.
DEECD has a Fraud and Corruption Control Framework which includes policy and
procedures. You are encouraged to become familiar with this framework and fraud
incident reporting procedures.
If you suspect a fraud is occurring involving management, employees,
contractors and other external parties such as suppliers, you must report the
matter to:
your Manager or Principal; and/or
directly to the Executive Director, Audit and Risk Division(ARD )
(telephone 9637 3158 or email fraud.control@edumail.vic.gov.au; or
In some circumstances you may consider confidential reporting
arrangements under the Whistleblower Protection Act 2001 by
contacting the Protected Disclosure Coordinator (telephone 9637 3535
or email twisse.colin.c@edumail.vic.gov.au).
Where will you find the
crucial information? The DEECD Fraud control website is here:
Links https://edugate.eduweb.vic.gov.au/Services/Policies/Pages/Fraud.aspx
Key Contacts BandaraBandaranayake, Fraud Control Officer
9637 3669
Bandaranayake.bandara.b@edumail.vic.gov.au
5. Domain Technical Topic:Accessing the School Management Calendar / Planner
Knowledge Area
Managing Key Projects
Overview Projects are different to normal school operations or ‘business as usual’. A
project introduces change, has a defined start and end dates and is
established to deliver some specific product or service.
Without an understanding of good project management principles and your
role as a Project Sponsor, there is a high risk that the project you are
undertaking and the change you are attempting may ultimately fail.
DEECD has a Project Management Framework (PMF) which outlines the
minimum standards for all projects. The PMF includes an easy-to-use
methodology with supporting templates.
Where will you find the Website: Projects @ DEECD
crucial information? You can access an overview of the PMF here:
Links
https://edugate.eduweb.vic.gov.au/Services/Projects/Pages/Overview.aspx
The Project Management Framework (PMF), with supporting templates, is
available here:
https://edugate.eduweb.vic.gov.au/Services/Projects/Methodology/Pages/default.aspx
The Department has a 2-day Managing Projects @ DEECD program.
Consider attending if your new to project management. Click here to access
upcoming dates and the registration form:
https://edugate.eduweb.vic.gov.au/Services/Projects/training/Pages/ManagingProjects@DEECD.aspx
Key Contacts The Project Management Unit (PMU) offers assistance should you require
our expertise. We match our services to your needs. Please contact one of
us to begin the conversation:
Thai Ngân, Manager PMU (ngan.thai.t@edumail.vic.gov.au)
Gill Gannon, Project Officer (gannon.gill.a@edumail.vic.gov.au)
Department of Education & Early Childhood Development
Ground Floor, 2 Treasury Place East Melbourne
Phone: (03) 9637 2535 | Fax: (03) 9637 2890
6. Domain Technical Topic: Sponsoring a Project
Knowledge Area
Managing Key Projects
Overview Projects are different to normal school operations or ‘business as usual’. A
project introduces change, has a defined start and end dates and is
established to deliver some specific product or service.
Without an understanding of good project management principles and your
role as a Project Sponsor, there is a high risk that the project you are
undertaking and the change you are attempting may ultimately fail.
DEECD has a Project Management Framework (PMF) which outlines the
minimum standards for all projects. The PMF includes an easy-to-use
methodology with supporting templates.
Where will you find the Website: Projects @ DEECD
crucial information? You can access an overview of the PMF here:
Links
https://edugate.eduweb.vic.gov.au/Services/Projects/Pages/Overview.aspx
The Project Management Framework (PMF), with supporting templates, is
available here:
https://edugate.eduweb.vic.gov.au/Services/Projects/Methodology/Pages/default.aspx
The Department has a 2-day Managing Projects @ DEECD program.
Consider attending if your new to project management. Click here to access
upcoming dates and the registration form:
https://edugate.eduweb.vic.gov.au/Services/Projects/training/Pages/ManagingProjects@DEECD.aspx
Key Contacts The Project Management Unit (PMU) offers assistance should you require
our expertise. We match our services to your needs. Please contact one of
us to begin the conversation:
Thai Ngân, Manager PMU (ngan.thai.t@edumail.vic.gov.au)
Gill Gannon, Project Officer (gannon.gill.a@edumail.vic.gov.au)
Department of Education & Early Childhood Development
Ground Floor, 2 Treasury Place East Melbourne
Phone: (03) 9637 2535 | Fax: (03) 9637 2890
7. Domain Human Topic:Dealing with complaints, misconduct and unsatisfactory
Knowledge Area performance.
Leading staff performance and
development.
Overview Effective and consistent management of misconduct and poor performance in
schools is critical for the promotion of safe and supportive work environments and
to ensure improved outcomes for students.
The management of complaints against staff can be complicated and often requires
decision making which takes account of the competing interests of a number of
parties. Managing misconduct and poor performance in accordance with the
Department’s Guidelines helps principals maintain a consistent, fair and effective
process.
As principal you need to be familiar with the Managing Complaints, Unsatisfactory
Performance and Misconduct Guidelines and to have a sound working knowledge of
the performance standards applying to teachers and education support staff across
all levels. You need to ensure that a robust performance management system is in
place to measure teacher and education support staff performance against these
performance standards.
Taking action in a timely manner in response to any concerns about the conduct or
performance of teachers and education support staff is essential.
Where will you find the crucial HR Web is the main source of information for managing complaints,
information? misconduct and unsatisfactory performance. Information on managing
complaints, unsatisfactory performance and misconduct is here:
Links http://www.education.vic.gov.au/hrweb/workm/Pages/conduct.aspx
The Guidelines for Managing Complaints, Unsatisfactory Performance and
Misconduct for Teaching Service members can be found here:
http://www.education.vic.gov.au/hrweb/Documents/Complaints_Misconduct_and_Unsati
sfactory_Performance.pdf
The Performance and Development Guide for the Teacher Class is at:
http://www.education.vic.gov.au/hrweb/Documents/Teacher-Performance-and-
Devlopment-Guide.pdf
-- and for the Education Support Class look here:
http://www.education.vic.gov.au/hrweb/Documents/ESC-Performance-and-
Development-Guide.pdf
The Industrial Agreements that cover all of these are found here:
http://www.education.vic.gov.au/hrweb/employcond/Pages/certagree_SchBased.aspx
Key Contacts Conduct and Ethics Branch, 9637 2594
Policy and Employee Relations Branch, 9637 2454
8. Domain Human Topic Recruiting and Selecting your staff.
Knowledge Area
Managing your School’s
Workforce
Overview The recruitment and selection process is vital to the effective running of
each school. Excellent service delivery in education can only happen when
the right people are attracted, recruited, and supported in their jobs.
Principals need to be aware of their legal obligations when recruiting and
selecting staff, as well as the consultation obligations under the Victorian
Government Schools Agreement 2008 and the Victorian Government
Schools – School Service Officers Agreement 2004 as varied 2008, in
respect to the workforce planning of the school.
The public sector values and employment principles require that
appointments be made based on merit, and that all applicants are treated
equitably. To ensure compliance with these principles and obligations,
Principals need to familiarize themselves with the relevant legislation and
policy.
Failure to properly adhere to legislative requirements, Department policy
or the industrial agreements could lead to grievances being lodged at the
Merit Protection Board, Fair Work Australia or other relevant industrial
avenues.
The Recruitment in Schools Guide - provides guidance on proper
employment practices, composition of selection panels, management of
the excess process and retrenchment processes. It is important that
principals understand what delegated powers they have and what
decisions remain with the Secretary or other delegates.
As principal you are strongly encouraged to should review your school’s
workforce plan to identify current and future employment needs. Keep in
mind that the Department has a range of scholarship and incentive
programs to attract high quality applicants.
Where will you find the crucial HR Web policy site contains all of the relevant policy documents, and links
information? to the relevant legislation.
Links http://www.education.vic.gov.au/hrweb/Pages/default.aspx
The Schools Recruitment Page is here:
http://www.education.vic.gov.au/hrweb/careers/Pages/recruitinsch.aspx
For the Recruitment in Schools Guide look here:
http://www.education.vic.gov.au/hrweb/Documents/Schools_recruitment.pdf
There is also a Recruitment online Help Manual for schools/recruiters:
http://www.education.vic.gov.au/hrweb/careers/Pages/rol_help_recruiter.aspx
If you are looking for information on Scholarships and Incentives, look here:
9. http://www.education.vic.gov.au/careers/teaching/incentives/default.htm
For the relevant legislation, Ministerial Orders, delegations and Industrial
Agreements:
http://www.education.vic.gov.au/hrweb/employcond/Pages/legemplTS.aspx
http://www.education.vic.gov.au/hrweb/employcond/Pages/tso.aspx
http://www.education.vic.gov.au/hrweb/Pages/resources/deleg.aspx
http://www.education.vic.gov.au/hrweb/employcond/Pages/certagree_SchBased.aspx
Key Contacts Schools Recruitment Unit, 1800 641 943
Policy and Employee Relations Branch, 03 9637 2454
10. Domain Human Topic Understanding The Occupational Health And Safety
Management System Including ‘edusafe’
Knowledge Area
Managing your School’s
Workforce
Overview The Occupational Health and Safety Act 2004imposes legal obligations on
employers to maintain healthy and safe workplaces and prevent injuries and illness.
As principal you also have an obligation to provide a safe workplace that is without
risks to the health of employees.
The Department’s occupational health and safety management system (OHSMS)
will assist you in managing OHS in your school which will contribute to:
the effective engagement of employees in the management of OHS concerns in
workplaces
reduced workplace injuries and illnesses thus minimising adverse impacts on
learning outcomes
a reduction in the number and severity of WorkCover claims costs and the
Department’s WorkSafe premium cost.
The OHSMS comprises seven elements of which principals will need to understand:
Consultation and Communication
Policy and Planning
OHS Risk Management
First Aid and Infection Control
Contractor Management
Induction and Training
Purchasing
Principals are required to implement all elements of the OHSMS in their school and
encourage employees to report incidents and hazards in eduSafe (the Department’s
online incident and hazard reporting system).
Where will you find the crucial The online incident and hazard reporting system - eduSafe is here:
information? http://www.education.vic.gov.au/hr/ohs/edusafe.htm
The DEECD OHS Management System can be found here:
Links http://www.education.vic.gov.au/hr/ohs/health/default.htm
Key Contacts DEECD OHS Advisory Service 1300 074 715
DEECD OHS Regional Advisors
11. Domain Human Topic Understanding The Fundamentals Of Worksafe And Return To
Work Processes
Knowledge Area
Managing your School’s
Workforce
Overview The Accident Compensation Act 1985 imposes legal obligations on
employers regarding the lodgement of WorkSafe claims and the return to
work of injured employees.Employers have a duty of care to support an
injured employee’s return to work.
Our failure to facilitate the prompt return to work of injured employees
increases the duration of absences, significantly increases WorkSafe claims
costs and the Department’s annual WorkSafe premium cost and adversely
impacts on learning outcome.
As principal you need to understand the content of the DEECD Schools
WorkSafe Policy Guide and the DEECD Schools WorkSafe Management
Manual. It is important for you to ensure that a WorkSafe claim lodged by
an employee is forwarded to the Department’s WorkSafe agent within 10
calendar days of receipt from the employee.
If the employee is off work immediately commence the return to work
planning process by contacting the Department’s WorkSafe Advisory
Service on 9637 2441.
Where will you find the crucial The key resources are the DEECD Schools WorkSafe Policy Guide and the
information? DEECD Schools WorkSafe Management Manual available from the DEECD
Health Safety and WorkSafe website at:
Links http://www.education.vic.gov.au/hr/ohs/compensation/default.htm
Key Contacts Mike Heffernan,heffernan.michael.p@edumail.vic.gov.au
DEECD WorkSafe Advisory Service. Phone 9637 2441.
12. Domain Human Topic Supporting Career Progression In Schools
Knowledge Area
Managing your School’s
Workforce
Overview Supporting Teachers throughout their career and providing development
opportunities contributes to the creation of a high quality education system. It is
important that Principals understand the roles and responsibilities of staff under
the relevant classification structures to ensure the proper allocation of duties and
to inform the professional development discussion.
Staff progression through the incremental scale is dependent on employees
meeting the performance standards of the Department. As principal you need to
know the roles and responsibilities of staff under the Teacher Classification
Structure and the Education Support Class Classification Structure. You also need to
understand the notification requirements under the Industrial Agreements in
respect to incremental salary progression.
A range of training courses is provided by the Department and other providers.
Involvement in these will assist you in understanding the impact of career
progression on your school’s workforce planning activities, particularly in respect to
the budget implications. It is a good idea to regularly review the roles and
responsibilities of employees in the school to ensure that they are classified
correctly.
It is also important to ensure that performance management processes are
administered correctly and that measurements are made against the performance
standards. Performance discussions should focus on the developmental goals of the
employee and how they fit within the school context
Where will you find the crucial The HR Web policy site provides links to the relevant policy topics under its
information? A-Z menu. http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Links The Department’s Career Structure and Benefits can be found here:
http://www.education.vic.gov.au/careers/teaching/careers/default.htm
The Performance and Development guidelines are here:
http://www.education.vic.gov.au/hrweb/workm/Pages/pmgmntTS.aspx
You can access the career structures for teachers and education
support staff here:
http://www.education.vic.gov.au/hrweb/careers/Pages/teachcareerstr.aspx
http://www.education.vic.gov.au/hrweb/careers/Pages/ssostruct.aspx
Key Contacts Policy and Employee Relations Branch, 9637 2454
Leadership and Staff Development Unit, 9637 3321
13. Domain Educational Topic Planning For ICT In Classroom Practice
Knowledge Area
Facilitating Digital Learning
Overview You and your leadership team need to consider how digital tools and
resources can support and improve teaching and learning and then plan
for effective implementation across your school.
There are a number of elements to consider when designing an
integrated approach to the use of ICT across the school.
eLearning leadership,
Learning, teaching, assessment and reporting,
ICT professional learning,
Learning places and spaces and
Learning communities.
Cohesion across these elements of eLearning planning will ensure that
infrastructure and resources are used to optimise the benefits of ICT for
learning and teaching.
Use the eLearning Planning Template, Guide and Matrix to review
current practice across the elements of eLearning planning and develop
future plans to implement.
Where will you find the crucial The School ICT Planning Guide: Advice for principals and ICT leaders is
information? found here:
https://edugate.eduweb.vic.gov.au/Services/IT/ITServices/eduSTAR/ICTPlanning/defau
Links lt.aspx
Other useful links include:
https://edugate.eduweb.vic.gov.au/ictplanning
http://www.education.vic.gov.au/studentlearning/elearning/planning/default.htm
http://epotential.education.vic.gov.au/showcase/
http://www.education.vic.gov.au/studentlearning/elearning/technology/default.htm
Key Contacts epotential@edumail.vic.gov.au
Lynn Davie
9637 2146
davie.lynn.e@edumail.vic.gov.au
14. Domain Educational Topic Planning ICT Infrastructure
Knowledge Area
Facilitating Digital Learning
Overview Technology planning refers to the informed purchase, implementation
and support of ICT infrastructure, equipment and software to provide a
contemporary and reliable learning environment.
It is important that your school plans, reviews and updates the
infrastructure needed for the effective use of ICT in everyday practices
to improve learning, teaching and administration.
Victorian government initiatives that support you with ICT
infrastructure include the Ultranet, VicSMART wide area network,
eduSTAR(internet service, wireless network, software image, technical
support) and digital learning resources.
A number of tools are available to assist you with technology planning
including The School ICT Progression Strategy (SIPS) incorporating the
school ICT inventory, and the ICT appraisal and STAR rating.
You might want to read theSchool ICT Planning: Advice for principals and
ICT leaders for detailed information about the preparing, planning,
implementing and evaluating a school ICT strategy and also the Department
ICT systems – 10 facts sheets for principals and ICT leaders.
Where will you find the crucial The School ICT Planning Guide: Advice for principals and ICT leaders
information? and Department ICT systems – 10 facts sheets for principals and ICT
leaders is found here:
Key Links https://edugate.eduweb.vic.gov.au/ictplanning
If relevant to your school, the National Secondary School Computer
Fundinformation is here:
www.education.vic.gov.au/management/ictsupportservices/nsscf/default.htm
For information and guidance on ICT planning, go
to:https://edugate.eduweb.vic.gov.au/ictplanning
and for information on eduSTAR(internet service, wireless network,
software image, technical
support):https://edugate.eduweb.vic.gov.au/Services/IT/ITServices/eduSTAR/Pages/
default.aspx
Key Contacts Contact your Regional Service Delivery Manager for assistance. A list of
regional service delivery managers can be found on eduGate at:
https://edugate.eduweb.vic.gov.au/Services/IT/ITSupport/TSSP/Pages/People.aspx
Service Gateway servicedesk.education.vic.gov.au
Service Desk 8:00am-5:30pm week days
1800 641 943
15. Domain Educational Topic Understanding the Ultranet Essentials
Knowledge Area
Facilitating Digital Learning
Overview The Ultranet is an online system, available to all government schools, to
support curriculum planning, delivery and assessment and reporting.
School leaders, teachers, students and parents can all access and use the
Ultranet.
School leaders determine their school’s plans for Ultranet implementation
and can refer to the Ultranet Essentials for School Leaders document for
specific roles and responsibilities and suggested ideas for implementation
Principals and school leaders are required to develop an Ultranet
implementation strategy. (Refer to the Ultranet Essentials for School
Leaders document for detailed information).
Where will you find the crucial Information on Ultranet Essentials for School Leaderscan be found here:
information?
http://www.education.vic.gov.au/about/directions/ultranet/schools.htm
Key Links
www.ultranet.vic.edu.au
http://epotential.education.vic.gov.au/showcase/ultranet
Key Contacts Ben Cushing, 9651 3002, cushing.ben.p@edumail.vic.gov.au
16. Domain Educational Topic Understanding the Guidelines for the Program for Students
with Disabilities
Knowledge Area
Leading an Inclusive School
Overview The Department of Education and Early Childhood Development is
committed to improving the learning outcomes of all students, by
acknowledging and catering for their diverse learning needs.
The Program for Students with Disabilities (PSD) is a key strategy for DEECD
to meet its obligations under the Commonwealth Disability Discrimination
Act and provides over $500 million in supplementary finding to schools
through their SRP.
As principal, you need to be aware of the operational requirements set out
in the Guidelines for the Program for Students with Disabilities
Please read the Guidelines carefully and follow them when applying for
support under the PSD.
The aims of the Student Support Group (SSG) are to:
ensure that those with the most knowledge of, and responsibility
for the student, work together to establish shared goals for the
student's educational future
plan reasonable adjustments for the student to access the
curriculum
provide educational planning that is ongoing throughout the
student's life
monitor the progress of the student.
Where will you find the crucial The Guidelines for the Program for Students with Disabilities are
information? here:http://www.education.vic.gov.au/healthwellbeing/wellbeing/disability/handbook
/default.htm
Links The 2005 Education Standards are here:
http://www.deewr.gov.au/Schooling/Programs/Documents/Disability_Standards_for_Ed
ucation_2005_pdf.pdf
There are well-established guidelines for the operations of Student
Support Groups.
http://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/2013-
SSGGuidlines.pdf
Key Contact Mark Tainsh, tainsh.mark.t@edumail.vic.gov.au
17. Domain Educational Topic Developing and Monitoring a Whole School Approach To
Programing and Provision for Students with Special Needs
Knowledge Area
Leading an Inclusive School
Overview Schools are expected, as education providers, to comply with the
requirements of the Commonwealth Disability Discrimination Act (DDA)
and the Disability Standards for Education 2005 (the Standards). Failure to
do so exposes the Department to litigation at the state and federal level,
and reputational risk.
As a school principal you need to know the scope of the DDA and the
requirements of the Standards upon your school and the Department as an
education provider. You should be familiar with the Standards in particular.
You are strongly encouraged to read the Standards and consider their
relevance to the teaching and learning practices of your school. It is
important that you ensure all whole school policies and practices support
students with special needs covered under the Act, while making the
necessary adjustments, and are consistent with the legislation.
Where will you find the crucial The Disability Discrimination Act (1992) can be found here:
information? http://www.austlii.edu.au/au/legis/cth/consol_act/dda1992264/
Key Links The Disability Standards for Education (2005) are here:
http://www.deewr.gov.au/Schooling/Programs/Documents/Disability_Standards_for_Ed
ucation_2005_pdf.pdf
The PSD Guidelines
http://www.education.vic.gov.au/healthwellbeing/wellbeing/disability/default.htm
Key Contacts Mark Tainsh, tainsh.mark.t@edumail.vic.gov.au
18. Domain Symbolic Topic Guiding School Council Governance, Operations And Processes
Knowledge Area
Leading Communities
Overview All schools have a school council which assists in the governance of the
school.
A school council operates within the legal framework of the Education
and Training Reform Act 2006, the Education and Training
ReformRegulations 2007 and the individual school council’s constituting
Order.
As principal you are the executive officer of council as well as a DEECD
employee member.As such youneed a working knowledge of:
the legislative framework including objectives, functions, powers and
limitations of school councils
planning, reporting and accountability, and school council operating
procedures including meetings, quorums and effective decision
making
how to conduct a school council election
As Executive Officer, you need to ensure that:
adequate and appropriate advice is provided to the school council on
educational and other matters
the decisions of the school council are implemented
adequate support and resources are provided for the conduct of
school council meetings.
You are strongly encouraged to become familiar with the suite of support
resources that are available.
Where will you find the crucial A Model Constituting Order (PDF - 99Kb) can be found here.
information?
The School Policy and Advisory Guide is very helpful in this area of
Links school operations
http://www.education.vic.gov.au/management/governance/spag/governance/councils/d
efault.htm
Some advice of strengthening the partnership with your school council is
available at:
Making the Partnership Work (PDF - 625Kb).
A training package for school councils has been prepared and can be
accessed here:
Improving School Governance- http://www.schoolgovernance.vic.edu.au/
Key Contacts Maria Kellykelly.maria.e@edumail.vic.gov.au
19. Domain Symbolic Topic Establishing Key Community Partnerships and Relationships
Knowledge Area
Leading Communities
Overview The learning, development, health and wellbeing of children and young
people are influenced by families, school, and the broader community.
Strong, strategic and sustainable education partnerships between
schools and the wider community can improve learning and development
outcomes for children and young people by providing them with
additional opportunities, support and services.
Many schools are now working with a variety of organisations to find new
ways to meet student needs, while allowing teachers to focus on
education.
The Families as Partners in Learning(FaPiL) website is a practical
resource for early childhood services and schools to build and strengthen
family partnerships.
The Education Partnerships Resource assists schools to work together
with external organisations to provide additional support and services to
children and young people.
This online resource supports schools to partner with a variety of
organisations from business, community, local government, early
childhood and other education sectors.
Assist families to become more active participants in their child’s
learning, particularly learning in the home.
Create, implement and grow effective education partnerships in your
school.
Create:
Identify your school’s needs and goals.
Know your school community and the types of effective and
sustainable partnerships that could be established.
Implement:
Plan for mutually beneficial and sustainable partnerships.
Provide strong leadership to create an environment that fosters
collaboration and innovation.
Form effective, mutually beneficial partnerships with a wide
range of external organisations.
Grow:
Review partnerships regularly to reinvigorate its mission and
identify new opportunities.
Where will you find the crucial The Partnerships in Education website is at:
information? http://www.education.vic.gov.au/about/directions/partnerships/default.htm
Links
You will find the Education Partnerships Resources at:
http://www.education.vic.gov.au/about/directions/partnerships/resource/default.htm
Learn how to engage families in education at your school through:
http://www.education.vic.gov.au/about/directions/familiesaspartners/default.htm
Key Contacts Tonia Sanft sanft.tonia.m@edumail.vic.gov.au
20. Topic Establishing Key Community Partnerships and Relationships
Overview The learning, development, health and wellbeing of children and young
people are influenced by families, school, and the broader community.
Strong, strategic and sustainable education partnerships between
schools and the wider community can improve learning and development
outcomes for children and young people by providing them with
additional opportunities, support and services.
Many schools are now working with a variety of organisations to find new
ways to meet student needs, while allowing teachers to focus on
education.
The Families as Partners in Learning(FaPiL) website is a practical
resource for early childhood services and schools to build and strengthen
family partnerships.
The Education Partnerships Resource assists schools to work together
with external organisations to provide additional support and services to
children and young people.
This online resource supports schools to partner with a variety of
organisations from business, community, local government, early
childhood and other education sectors.
Assist families to become more active participants in their child’s
learning, particularly learning in the home.
Create, implement and grow effective education partnerships in your
school.
Create:
Identify your school’s needs and goals.
Know your school community and the types of effective and
sustainable partnerships that could be established.
Implement:
Plan for mutually beneficial and sustainable partnerships.
Provide strong leadership to create an environment that fosters
collaboration and innovation.
Form effective, mutually beneficial partnerships with a wide
range of external organisations.
Grow:
Review partnerships regularly to reinvigorate its mission and
identify new opportunities.
Where will you find the crucial The Partnerships in Education website is at:
information? http://www.education.vic.gov.au/about/directions/partnerships/default.htm
Links
You will find the Education Partnerships Resources at:
http://www.education.vic.gov.au/about/directions/partnerships/resource/default.htm
Learn how to engage families in education at your school through:
http://www.education.vic.gov.au/about/directions/familiesaspartners/default.htm
Key Contacts Tonia Sanft sanft.tonia.m@edumail.vic.gov.au
21. Domain Symbolic Topic Building your school as a Learning Community
Knowledge Area
Leading Communities
Overview Effective leadership is seen as crucial for the establishment of a Learning
Community. Sergiovanni (1992) observed that "the idea of a school as a
learning community suggests a kind of connectedness among members
that resembles what is found in a family, a neighborhood, or some other
closely knit group, where bonds tend to be familial or even sacred.”
The notion of the school as a Learning Community is where teachers
engage in reflective dialogue, where there is de-privatization of practice,
collective focus on student learning, collaboration, and shared norms and
values.
In our attempts to develop schools as Learning Communities we can all
learn a lot from the Extended School Hubs Trial which is one of the
initiatives within the Smarter Schools National Partnerships in Low SES
School Communities aim to establish and strengthen sustainable
partnerships between schools, community and business in supporting
children and young people to achieve their education potential.
The model being followed is to create, implement and grow effective
education partnerships in schools.
Create:
Identify your school’s needs and goals.
Know your school community and the types of effective and
sustainable partnerships that could be established.
Implement:
Plan for mutually beneficial and sustainable partnerships.
Provide strong leadership to create an environment that fosters
collaboration and innovation.
Form effective, mutually beneficial partnerships with a wide
range of external organisations
Grow:
Review partnerships regularly to reinvigorate its mission and
identify new opportunities.
Where will you find the crucial The Partnerships in Education website is at:
http://www.education.vic.gov.au/about/directions/partnerships/default.htm
information?
The Extended School Hubs website provides an overview of the National
Links Partnerships Extended School Hubs field trials. Find it here:
http://www.education.vic.gov.au/about/directions/partnerships/hubs/default.htm
You will find the Education Partnerships Resources at:
http://www.education.vic.gov.au/about/directions/partnerships/resource/default.htm
Learn how to engage families in education at your school through:
http://www.education.vic.gov.au/about/directions/familiesaspartners/default.htm
Key Contacts Tonia Sanft sanft.tonia.m@edumail.vic.gov.au
22. Domain Symbolic Topic Developing shared leadership throughout your school
Knowledge Area
Developing Leaders
Overview The principal’s role is very complex and you are ultimately responsible for
a wide range of systems, operations and practices within your school.
Sharing this responsibility across the school is important for a number of
reasons including building the capacity of other leaders, succession
planning, managing reasonable workloads, seeking the synergies that
come with collaboration and teamwork and, above all, better meeting the
needs of all students.
It is crucial that you know your staff. Selecting the right people for the right
responsibilities will increase their knowledge and skills but will also
enhance school improvement. It is also important that people know what
is expected of them and have regular opportunities for receiving feedback
on their work performance.
Developing leaders is an important function of the school principal, as is
developing a culture of distributed leadership throughout the organisation.
This is more powerful and sustainable than delegation which is more about
distributing tasks and functions. The developing of leaders starts with an
effective induction program for all staff, role clarity for all staff members, a
culture of high expectations that monitors performance and supports
individual and team growth and high quality professional learning plans
and processes.
The Bastow Institute provides several high quality programs for school
leaders. These include instructional and people leadership modules.
Where will you find the The Bastow Leadership modules can be found here:
crucial information? http://www.bastow.vic.edu.au/leadership-
courses/LeadershipDevelopmentModules/Pages/leadership-development-modules.aspx
Key links Other information on department programs and resources can be found
here:
http://www.education.vic.gov.au/proflearning/principal/leadershipdev.htm
Key Contacts ???????
23. Domain Cultural Topic Developing a shared school vision
Knowledge
AreaDeveloping and
sharing a school vision
Overview As principal you are the key in leading the process of creating a vision for the
school. A shared vision canbe a source of motivation and direction. It is also an
opportunitiy to determine and communicate the school’s key values and beliefs
about student learning and wellbeing. As such, it can act as a reference point for
the school’s learning culture and a reflection of the school’s high expectations for
all students.
In planning a visioning process for your school it is important to identify and
include all key stakeholders, devise a transparent means of seeking and capturing
their views, beliefs and opinions, make use of current research and communicate
the shared vision in such a way that it continues to have a strong influence on
decisions, behaviours and school directions.
One of the key functions of your school council, of which you are Executive Officer,
is to contribute to the establishment of the broad vision and direction for the
school. Strategic planning is the process of reflecting on past performance,
establishing future directions and deciding what will constitute success.
The shared vision ought to be considered when developing a new School Strategic
Plan and Annual Implementation Plans following a review.
Where will you find the You might want to access the Department’s Corporate Plan when planning your
visioning process
crucial information? http://www.education.vic.gov.au/about/directions/corporateplan/plan/default.htm
Key links The Department’s Stakeholder Engagement Framework is here:
http://www.eduweb.vic.gov.au/edulibrary/public/commrel/policy/oct2011stakeholderengagem
ent.pdf
Key Contacts ???????
24. Domain Cultural Topic Understanding and managing change
Knowledge
AreaDriving
innovation
Overview Supporting your students, staff and community through a change process
is an important role for you as a school principal. These changes may be
welcomed by the majority but may still challenge many to adjust their
behaviours and expectations. Other changes may be caused by external
pressures and may attract greater resistance.
As the leader of the school community it is important for you to manage
the change process, support all participants in that change and ensure that
the improvements sought are sustainable.
You are encouraged to use current research to adopt and/or design a
change model that best fits the context of your school community. A
transparent model will give those participating in the change process a
sense of confidence, while effective and regular communication will keep
them informed.
You are encouraged to keep in mind the Effective Schools Model when
planning for a change process, while also taking into account the principles
of effective professional learning as you ensure the ongoing development
of those who will be implementing the change in your school.
When the intended change has the potential to impact on the working
conditions of the staff at your school, there is an expectation that you will
make use of the agreed consultative arrangements that are in place.
Where will you find the The Effective Schools model can be found here:
crucial information? http://www.education.vic.gov.au/studentlearning/teachingresources/english/improvstudlit.htm
The agreements that have been reached on consultation are here:
Key links http://www.education.vic.gov.au/hrweb/workm/Pages/consult.aspx
The principles of highly effective professional learning can be found here:
http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/teacher/ProfLearningInEffectiveSc
hools.pdf
You might also want to have a look at a recent presentation by Michael
Fullan on what he calls “Motion Leadership’, while also becoming
acquainted with some fine initiatives in some Victorian schools.
http://www.education.vic.gov.au/researchinnovation/resources/ile.htm
The Bastow Institute offers a number of modules and course in Leading
Organisations and Leading Futures
http://www.bastow.vic.edu.au/leadership-
courses/LeadershipDevelopmentModules/Pages/leading-organisational-
change.aspx?source=http://www.bastow.vic.edu.au/leadership-
courses/LeadershipDevelopmentModules/Pages/leadership-development-modules.aspx
Key Contacts ????????