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Executive Director’s Update to Principals #50 - 28 November 2024

Letter to DOBCEL Community re ‘DOBCEL Strategy 2035’

Please find below the letter to the DOBCEL community from Tom Sexton and Chair Terry Harney re the DOBCEL Strategy 2035 as published in yesterday's weekly newsletter.

You are encouraged to distribute this letter to members of your school communities, including SAC/parent leaders.

DOBCEL_Strategy_2035_Update_28_November_2024.pdf

DOBCEL Strategy 2035 - System initiatives

Enrol in the THCT605: Enhancing Catholic School Identity:

Catholic identity is our shared responsibility, it resides with anyone who chooses to work within Catholic Education in the Diocese of Ballarat. It resides most critically however with our Leadership in every school and CEB. Catholic Identity is a whole of school, whole of system undertaking – it doesn’t live in the silo of RE and can’t be relegated there. The religious dimension of learning in a Catholic school/DOBCEL reaches into every domain of learning and involves everyone – to greater and lesser degrees. Our principals and Leadership Teams are at the pinnacle and need to be able to identify and communicate the religious dimension of literacy or numeracy, the ways in which Catholic Identity informs conversations with parents and policy making and so on.

However, in the 21C in this diocese, being Catholic, being faithful – while key – isn’t enough to lead.

THCT605: Enhancing Catholic Identity is being offered in our diocese as a foundational and substantive piece to nuance and integrate further aspects of DOBCEL STRATEGY 2035. Each piece will be pivotal to creating the theological shifts towards a Catholic Dialogue school for you as leaders of faith in your respective Catholic school/CEB.

In an environment that is inviting, collegial, engaging and supported, THCT605 will enable you to develop knowledge and skills so that when asked the question: Enhancing Catholic School Identity: What do I do now? You’ll have responses that are confident, faithful to the Tradition and faithful to the context and lives of our learners.

Take the leap of faith – enrol and invite your DP, REL, Director of Faith & Mission or other members of your leadership team to accompany you!

It is intended that this will be the predominant professional learning for faith leaders in 2025 and the intent is it will replace the REL conference.

Please click here for more information about this program.

Please register by 6 December via this registration form: https://forms.office.com/r/rW09SeRMpj

This keynote, from Professor David Hopkins, will focus on international best practice in School Improvement. Professor Emeritus David Hopkins provides a 90-minute keynote address. David Hopkins has been Chief Adviser to three Secretary of States on School Standards in the UK, Dean of Education at the University of Nottingham and consultant to the OECD and WHO, as well as advisor to some 20 Ministries globally, and a secondary school teacher. The keynote is open to any DOBCEL employee interested in the content in person or via video conference.

Go here for more information and to register.

Professor David Hopkins - School Improvement Action Research

Professor Emeritus David Hopkins, a global expert in school improvement, will conduct a workshop on co-designing the 2026 school review process following his keynote address to the diocesan community.

DOBCEL is undertaking an action research project with the 2026 school review schools listed below, the DOBCEL Board and CEB staff to co-design a school improvement framework to ensure the DOBCEL strategy is successful and delivers on the five pillars. It is expected that a 6-9 month process to develop a prototype for 2026 school review, with school leaders meeting monthly with CEB staff and with regular input from Pasi, Dave and other thought leaders.

Date and Time: Monday, 17 February 2025, 11-4.00 PM (5 hours)
Format: Available in-person at Ballarat (desirable - venue TBC) or via video conferencing (VC).
Audience: 2026 Review Schools – Listed below

Ongoing commitment:

Online catchups will be scheduled for the last Wednesday of every month in term time between March and August inclusive.

Wed March 26^th 9-10.30 AM
Wed April 30^th 9-10.30 AM
Wed May 28^th 9-10.30 AM
Wed June 25^th 9-10.30 AM
Wed July 30^th 9-10.30 AM
Wed August 27^th 9-10.30 AM

Go here for more information and to register.

Andy Hargreaves - Keynote presentation: Leading from the Middle

This keynote, by Andy Hargreaves, will focus on how leadership from the middle becomes a driver of transformational change. How can leaders enable their schools and communities to be adaptive, safe and effective places of learning that help young people develop the knowledge and character that will empower them to shape their futures?

Event Details

Date and Time: 7 February 2025 (1.5 hours)
Format: Available in-person at Ballarat (venue TBC) or via video conferencing (VC).
Audience: Open to anyone who is interested in the content.

Go here for more information and to register.

The Beating Heart of Educational Transformation - Andy Hargreaves, Pasi Sahlberg and Dave Runge - (EOI) 12 Month Program

This program is designed to develop aspirant leaders and foster collaborative cultures through:

Action research projects tailored to school-speciﬁc challenges.
Mentorship by Pasi Sahlberg and Dave Runge.
A combination of in-person and virtual workshops.
This program will be co-designed and developed with the participants.
It will include conversations with global thought leaders (such as Michael Fullan and Alma Harris).
Where possible, Pasi and Dave may schedule school visits to support the action research initiatives.

Go here for more information and to express interest.

Leadership Development opportunities available in early 2025

In 2025, a range of leadership development opportunities will be offered that focus on developing skills and competencies in the DOBCEL Strategy 2035 and the soon-to-be-shared Leadership Competency Framework.

Five of the programs offered commence in early 2025, with these programs requiring commitment in 2024 to attend.

The five programs requiring an expression of interest or commitment to attend need to be completed before the end of the 2024 school year are listed below.

Go here for further information and to express interest in all programs.

$ 400 School Saving bonus - rolling out this week

The Allan Labor Government’s $400 School Saving Bonus is rolling out this week. Catholic school students receiving the means-tested Camps, Sports and Excursions Fund (CSEF) in 2024 are eligible for additional support through the School Saving Bonus (SSB). The $400 bonus will be provided directly to each school – to be managed in consultation with the student's family and in line with the intent of the program. 

Catholic school families who are eligible for the means-tested Camps, Sports and Excursions Fund (including healthcare and concession card holders) are also eligible for the School Saving Bonus. Families will only need to apply for the Camps, Sports and Excursions Fund to receive both types of support. The school is not required to provide the family with the cash equivalent of the bonus.

Last Friday 22 November, the SSB funding was provided to Catholic schools based on their full cohort of students receiving CSEF in 2024. This pool of funds is an approximation for your 2025 cohort, with Yr 6/Yr12 students being a proxy for incoming Foundation/Yr 7 students. If you end up with more CSEF students in 2025, there will be an adjustment payment made.

DOBCEL schools are encouraged to apply the $400 payment as direct 2025 fee relief. For primary schools using the Family Fee Assistance program, this would see family contributions reducing from $10 per week to $2 per week. For audit purposes, schools will need to be able to demonstrate that a direct benefit has applied to eligible families to assist the cost of living. Direct relief should be reported within Fee statements, and this would be evidence of the bonus being applied.

More information on the administration of the program can be found in the VCEA Circulars:

VCEA COMS Circular (15 November)

VCEA COMS Circular (6 September)

Schools may choose to use the following newsletter statement.

$ 400 School Saving bonus

The Allan Labor Government’s $400 School Saving Bonus is rolling out this week for 2025. Catholic school students who will be in Prep through to Year 12 in 2025, and who are receiving the means-tested Camps, Sports and Excursions Fund (CSEF), are eligible for the School Saving Bonus.

Catholic school students receiving the means-tested Camps, Sports and Excursions Fund (CSEF) in 2025 are eligible for additional support through the School Saving Bonus (SSB). The $400 bonus will be provided directly to each school and the school will apply it directly to your fee account. The $400 School Saving Bonus is available for each child. That means an eligible family with three school-aged children will receive a total reduction of $1,200 to school fees.

Families who have had their circumstances change (including new healthcare and concession card holders) and who may be eligible for the Camps, Sports and Excursion are encouraged to discuss this with the school. These are real cost-of-living supports.

For more information please contact (school contact)

Out Of Home Care – Update for all schools + feedback request

Recently CEB has been collating responses from schools regarding students who are currently enrolled within Diocese of Ballarat Catholic schools who are residing in formalised Out of Home Care (OoHC) arrangements.

Defining OoHC…

Formal or Statutory: DFFH Child Protection is engaged and there is a court order in place. Care arrangements may be provided by a family member, relative, residential care. Formal OoHC arrangements in place for three months or longer (this can be cumulative and not just in one three month period) will require schools to follow the OoHC Partnering Agreement

Informal: there is no court order in place and care may be provided by a family member, relative or friend. Informal care arrangements do not fall under the Partnering Agreement. Therefore, these students do not require an ENA, however schools should ensure requirements and supports are explored and PSG and PLP’s are recommended if indicated.

The information you have provided the CEB Wellbeing Team has been very much appreciated and we are now providing schools with an update on students in OoHC across our Diocese and the supports we can provide schools.

WHAT THE DATA FROM ACROSS DOBCEL IS TELLING US:

DATA THEME

DATA INTERPRETATION

SCHOOLS... NEXT STEPS

CEB SUPPORT

Students in OoHC at DOBCEL

Students in OoHC are a very small cohort within our Diocese with 48 known students making up just 0.26 % of our overall student population.

Despite this, they are a significant priority cohort of students with many having experienced significant trauma and complexities, and some with vulnerabilities requiring targeted and intensive support and services.

Approximately 24 schools currently have a student enrolled who is in OoHC. The Secondary Zone has the largest number of students enrolled in OoHC (x17 students), followed by the Central Zone (x10), Mid-Northern, Southern and the least in the Northern Zone.

Over two thirds of our schools across the Diocese do not have a student in OoHC enrolled.

For those schools who do not have a student the process and pathways of support are likely to be unfamiliar and schools are invited to reach out to the Student Wellbeing Team for guidance when they are newly informed about a student entering into OoHC.

FEEDBACK REQUEST

CEB has recently drafted some pathway and process documents for schools. The four draft documents are linked here.

DRAFT Educational Needs Analysis (ENA): Written Summary Report

DRAFT Educational Needs Analysis (ENA): Status Report

DRAFT Out-of-Home-Care (OoHC): ENA Process Flowchart for Schools

DRAFT CEB Out-of-Home-Care (OoHC): School Quick Reference Guide

We invite you to review and provide any feedback or suggestions for improvement before the end of the 2024 school year. Any feedback can be provided directly to Christine Goonan by emailing cgoonan@dobcel.catholic.edu.au.

Finalised documentation will be shared with schools at the beginning of the 2025 school year.

Aboriginal and Torres Strait Islander Students and Cultural Plans

33% of students in OoHC in Diocese of Ballarat Catholic schools identify as Aboriginal or Torres Strait Islander (16 students)

Of the Aboriginal and Torres Strait Islander students in OoHC, approximately 31% of students have a cultural support plan currently place

Our data possibly suggests that 69% of students who identify as Aboriginal and Torres Strait Islander do not currently have a cultural support plan in place.

Note: The responsibility of developing a cultural support plan sits with DFFH and/or the allocated Aboriginal Community Controlled Health Organisation (ACCHO) case manager and NOT with the school. Therefore, this data may also suggest that the student possibly could have a cultural support plan in place but that the school is not aware that one exists.

Cultural Support Plans are not required to be shared ‘in-full’ with the school by DFFH or the ACCHO, however it is encouraged that the ‘educational’ section of the plan is shared with the school.

Schools can request the DFFH case manager to share the ‘educational’ section to help inform educational goals from a cultural perspective.

Our two Aboriginal and Torres Strait Islander Education Officers are

Jeanette Morris and
Helen Christianson

Both Jeanette and Helen have been provided with a list of Aboriginal and Torres Strait Islander students and will support schools to follow up the required cultural support plans. They are also available to support engagement with student and families

Designated Teachers and Learning Mentors

90% of our students have a designated teacher allocated

58% of our students have a learning mentor allocated

Our data suggests that there may need to be more clarity regarding each of these roles in schools with only 58% students currently having a learning mentor allocated.

Schools who have yet to allocate a designated teacher or learning mentor are asked to do so in preparation for the new school year in 2025.

Schools can also access the LOOKOUT Resource Hub – (support for Designated Teachers and Learning Mentors) and further information is available regarding the two roles.

Link to register for the LOOKOUT Hub and Link to access the LOOKOUT Hub (once registered)

This data suggests that CEB can provide more support to schools in understanding the differences between the role of designated teacher and learning mentors.

The four draft documents (linked previously) and the development of an online resource page are being progressed to assist schools in navigating their requirements for supporting students in OoHC.

Educational Needs Analysis (ENA) Reports

50% of our students have an Educational Needs Analysis (ENA) currently in place

Our data suggests that 50% of our students currently do not have an ENA developed. This may suggest that schools may require further clarity regarding the ENA process and support in understanding the requirements for ENA completion. (The high completion of PLP’s does suggest that schools are putting strategies in place for considering the requirements and educational supports of the student which is affirming).

It is a requirement under the Partnering Agreement, that students who have resided in OoHC for three months or more (this can be cumulative and not just in one period of care) require an ENA to be completed. (Note: An ENA does not need to be done annually; student PLP’s are how schools monitor and adapt adjustments upon review each term).

Students who are in their first 12 months of transitioning to permanent care, are also required to have an ENA in place. (After 12 months of permanent care, schools should review this process for each child or young person to determine whether further support is required. Schools should have a conversation with permanent carers about their willingness for their child to continue receiving support as stipulated in the partnering agreement. For example: regular PSG and PLG reviews).

Schools who have identified students in OoHC who currently do not have an ENA, will be asked by CEB to complete an ENA Status Report before the end of 2024.

In 2025, CEB wellbeing team will support the school to then progress the ENA Status report to the finalised ENA Written Report in term

CEB Wellbeing team staff will liaise with schools who have students requiring an ENA to be completed to support the completion of the ENA Status Report prior to the end of 2024.

In 2025, CEB wellbeing team staff will support schools to progress the Status Report to a finalised ENA Written Report.

PSG’s and PLP’s

93% of our students have a PLP in place with the majority having had their most recent PLP in term 4 or scheduled for term 4, 2024

Our data suggests that schools are supporting 93% of our students in OoHC by having a PLP in place. PLP’s are a result of conducting a PSG and the OoHC Partnering Agreement requires all students to have their PLP reviewed each term during the school year

A small number of schools will be contacted by CEB to request a PSG and PLP be in place for the student in term 1, 2025.

CEB Wellbeing Team will liaise with the relevant schools to request a PSG and PLP for their student in OoHC.

Further Support Resources:

CEB DRAFT School Resources – CEB has recently drafted some pathway and process documents for schools:
DRAFT Educational Needs Analysis (ENA): Written Summary Report
DRAFT Educational Needs Analysis (ENA): Status Report
DRAFT Out-of-Home-Care (OoHC): ENA Process Flowchart for Schools
DRAFT CEB Out-of-Home-Care (OoHC): School Quick Reference Guide
We invite you to review and provide any feedback or suggestions for improvement before the end of the 2024 school year. Any feedback can be provided directly to Christine Goonan by emailing cgoonan@dobcel.catholic.edu.au. Finalised documentation will be shared with schools at the beginning of the 2025 school year.

Out of Home Care Partnering agreement – an agreement between the Department of Education and Training (DET), the Department of Health and Human Services (DHHS), the Victorian Catholic Education Authority (VCEA) (previously known as Catholic Education Commission of Victoria), Independent Schools Victoria (ISV), Victorian Aboriginal Child Care Agency (VACCA) and the Centre for Excellence in Child and Family Welfare (CfECFW) OoHC Partnering Agreement.

LOOKOUT Resource Hub – (support for Designated Teachers and Learning Mentors) Link to register for the LOOKOUT Hub and Link to access the LOOKOUT Hub (once registered)

Department of Education Resources - Department of Education website

Any further queries or questions, please do not hesitate to contact Tony Perkins or Christine Goonan - Wellbeing Team.

Pre-service teacher hosting expression of interest form reminder

Reminder to complete the Pre-service Teacher Hosting expression of interest form for 2025 – response period extended until Thursday 5 December

Further to a circular distributed on Friday 8 November, VCEA is collecting this information from every Victorian Catholic School to compile a list of all placement opportunities to supply to the 11 ITE providers in Victoria.

If your school would like to express interest in hosting a pre-service teacher in 2025 and you haven’t already completed the VCEA form, please click here to complete the form, responses are being collected until Thursday 5 December 2024.

If you do not complete the survey, it will not prevent you from hosting a student, however, your placement opportunity will not be part of the collated list circulated to ITE providers.

Please click here to access the circular.

Please contact Fiona Murphy with any questions

Bushfire Preparedness Briefings

The regional Department of Education Emergency Management team will be conducting bushfire preparedness briefings between 26 November and 4 December. These briefings are for BARR and Category 4 schools and will focus on several crucial areas, including:

Seasonal Outlook
BARR and Category 4 schools and fire danger ratings (FDR)
Triggers for action
Timing of Catastrophic day actions
Responding to fire in the landscape
Emergency Management Plan
Communications and templates
Bushfire Preparedness Program

Briefings will be delivered via Webex, with each session lasting approximately 1 hour.

Please refer to the table below for dates and times, and register by emailing the relevant regional contact as listed.

Session Details
Date and Time	Contact	Email
Tuesday 26^th November 3:45pm	Kate Roberts	Kate.Roberts2@education.vic.gov.au
Thursday 28^th November 10:00am	Kate Roberts	Kate.Roberts2@education.vic.gov.au
Friday 29^th November 9:30am	Jodie O’Kane	Joseph.OKane@education.vic.gov.au
Wednesday 4^th December 3:45pm	Matthew Sahyoune	Matthew.Sahyoune@education.vic.gov.au

Exchange students: what to know, what to ask

Secondary schools being asked to host exchange students are encouraged to familiarise themselves with VRQA and census information surrounding school funding, visa requirements, and important contacts and documents.

VRQA: https://www2.vrqa.vic.gov.au/student-exchange-organisations

Census info: accessible via CEVN / Melbourne Archdiocese / Data Management / 2024 February Census / Documents: Visa Subclasses and attached.

Should you need any further assistance please reach out to Secondary Education Consultant Tim O’Farrell.

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