Remember memebrships are for a calendar year so now is is the time to renew or join for 2023. Click on this link to complete the form.

NTPA is committed to developing our aspiring and new and current Principals.  We have been able to support professional learning for our members in a variety of ways this term.

Recently in partnership with BTS SPARKS an Aspiring Leadership Program was held in Alice Springs. This consists of a full day of face to face workshop followed up by 2 X 90 minute online coaching sessions. This workshop was also held for the Casuarina Education Precinct and was well received as per the feedback below.

‘I don’t feel so alone with my leadership challenges, that other people are in similar situations and I have others that I can relate to.”

‘I feel really confident now. The strategies taught today are really useful and I can use them straight away’

Top End Aspiring Leadership Program

We are also offering this program for any Top End participants on Monday 22^nd May. The face to face workshop will be held at Rydges Palmerston at a cost of $450 per participant. Please register your interest via this link

All financial NTPA members receive complimentary access to the EC Premium PL platform.

Access to world-class professional learning for educators. Anytime, anywhere

We are very proud to be working in partnership with EC by Go 1 to provide access to quality, world class professional learning content online via a platform which can be tailored to meet the needs of your school and staff. NTPA have trialled this platform and excited about the potential it has to meet the professional learning needs of our educators and leaders across the NT. EC Premium has offered personalised, curated access to world-class professional learning for all financial NTPA members. 

Please watch the following tutorial on the NTPA Learning hub which explore ways to support schools to use the full potential of this platform.

Please reach out to ntpa.admin@education.nt.gov.au with any queries regarding access.

The 2022 annual Australian Principal Occupational Health, Safety and Wellbeing Survey summary was recently released. The data this year reflected the increasing stress caused by teacher shortages. This was ranked 3^rd for 2022 whilst it ranked 12^th in 2021.

Heavy workloads and a lack of time to focus on the core responsibilities of teaching and learning were the top two sources of stress recorded among almost 2500 principals surveyed in 2022, according to the annual Australian Principal Occupational Health, Safety and Wellbeing Survey.

Mental health issues among students and staff rounded out the top five sources of stress. Principals are also concerned about the welfare of staff and students, with their top five concerns for staff being burnout, stress, anxiety, depression, and alcohol and/or drug use, while anxiety, school refusal, depression, stress, and self-harm were leading causes of concern for their students. 

Australian Government Primary Principals Association (AGPPA) Update

AGPPA met this term in Canberra and continued their work to advance the Strategic Plan as a collective national voice representing all Primary Principals across Australia.

Resourcing Portfolio

The delay in the next National School Reform Agreement has created an opportunity to strengthen the Australian Government Primary Principals Association sponsored research by Professor Pasi Sahlberg.  This research will outline the critical nature of ensuring equity in funding for government primary school students.

For over 10 years, the Gonski needs based funding model has not been funded fully by every state and territory government. AGPPA once more calls on the Federal Government and all states and territories to fund all Australian government primary schools to ensure they receive a minimum of 100% of the Schooling Resource Standard per student at the commencement of, or within the next NSRA.

Pasi has been tasked with presenting a clear understanding of the complexities in public education and outlining the economic benefits for the Australian society of a fully funded government primary school education system.

Principals demand action on school funding gap

ASPA Board Meeting February Communique

South Australia 

ASPA President Andrew Pierpoint was an apology due to recent accident which preventing him from travelling. Andrew did however join Board and Committee discussions for short periods of time over the two days.

Board welcomed the new Tasmanian Principals Association, President Mat Grining to his first meeting for ASPA Board & Committee.

Key items from ASPA meeting discussions:

1. Current ASPA President Andrew Pierpoint has indicated his intent to take extended leave as President later this year until mid 2024. The process for selection of an incoming ASPA President was discussed and documented. The timeline allows for 3-month transition period providing support for incoming President.
2. Provided feedback on AITSL Discussion paper and project overview for the Development of New National Framework for the Certification of Highly Accomplished and Lead Teachers. While ASPA Board is disappointed with the “Out of Scope” items for this project, feedback addressed concerns related to increase workload of leaders and teachers and need for more consistency in conditions and processes across states & territories.
3. AI in education is evolving very quickly with significant implications for education. ASPA acknowledges the challenges and opportunities AI offers and calls for support for schools to manage in support of developing student’s skills and understanding of ethical, and appropriate use of this technology.
4. ASPA strongly supports The Voice to Parliament and commits to engaging in discussions related to the implications for education policy and work for school leaders.
5. ASPA worked on the final Draft of the Communication & Engagement Strategy facilitated by 89Degrees East. This will be used to support our direction in sharing ASPA’s work with key audiences and will align with the ASPA Strategic Plan 2023-2025 which is in development.
6. State & Territories report on key activities and issues as a regular part of our meetings. The opportunity for this discussion provides insight into the work of our Principal Associations. Commonalities inform strategic planning and actions of ASPA Board and President. Principal selection procedures and panel composition will be carried forward for further discussion at our next meeting.

Funding reform in the NT- NTPA have been key stakeholders and members on the Effective Enrolment Review, Secondary and Preschool review and the Students with Disability funding review. These reviews will inform the overall reform of funding for students in the NT and provide a mechanism to advocate for additional federal government funding for NT students.

National School Reform Agreement – NTPA have, and will continue to advocate for, a more equitable approach to funding NT students through the National School Reform Agreement (NSRA). This underpins the bilateral funding agreement between the federal and state governments and territories. It was disappointing to hear the announcement from the Federal Education Minster, that the next NSRA would be postponed for a further 12 months (end of 24). This means funding for students in public education will still remain below the Gonski recommended Student Resourcing Standard (SRS) until a new agreement can be reached. Our Minister has been a strong advocate at Federal Minister meetings.  We encourage all members to speak to their local federal member about this issue and requests to provide equitable funding for NT students.

Recently Belinda Pearson, Jane Arnott, Stephen Nimmo and myself participated in the National Public Education Wellbeing Summit which was organised by the South Australian Government Education Department. This summit brought together educators, school leaders, departmental staff, policy and data analysts and researchers across all states and territories to discuss and explore this ever-increasing concern.

It was a unique opportunity to collaborate with leaders from across education policy, school practice and the research community to consider how we address and build system capacity to enhance the wellbeing of Australia’s children in the public education system.

While the focus was on the wellbeing of young people, it was also acknowledged that it is of critical importance that the wellbeing of our school leaders and educators is a top priority also.

This week, I asked ChatGPT to write a newsletter article on school leader wellbeing and it was produced in less than 1 minute! This is a powerful tool that can be used in many ways to enhance our work. However, it will also make us think about how we teach and assess student learning, and how this can be utilised in education positively. Many states including our Territory, have restricted the use of ChatGPT in schools. Of course, you can access it at home.

School leaders are among the most crucial figures in shaping the education system. They are responsible for ensuring that their institutions provide high-quality education, fostering a positive learning environment, and supporting their staff, students, and families. However, in the midst of the challenging past few years, the well-being of school leaders has become increasingly important. In this article, we will discuss why school leader well-being matters and provide some tips to help them maintain a healthy work-life balance.

The Role of School Leaders

School leaders are the backbone of the education system. They are responsible for creating a positive learning environment and ensuring that their schools are providing high-quality education. They work long hours, manage staff, and deal with administrative tasks that can be stressful and time-consuming.

Why School Leader Well-Being Matters

School leaders are under significant pressure, particularly during the pandemic. They have to balance the needs of their staff, students, and families while dealing with the uncertainty and challenges brought on by the pandemic. This pressure can lead to burnout, exhaustion, and even mental health problems. It can also impact their ability to lead effectively and make the right decisions for their schools.

Tips for Maintaining a Healthy Work-Life Balance

Maintaining a healthy work-life balance is essential for school leaders' well-being. Here are some tips to help them:

1. Prioritize self-care: School leaders should make time for themselves and engage in activities that promote their well-being, such as exercise, meditation, or spending time with family and friends.
2. Delegate responsibilities: School leaders should delegate tasks to their staff and empower them to take ownership of their work. This will not only reduce their workload but also help to develop their staff's skills and capabilities.
3. Set boundaries: School leaders should set clear boundaries around their work and personal life. This may involve not checking emails or taking calls outside of work hours.
4. Seek support: School leaders should seek support from colleagues, mentors, or professional counselors when they need it. This can help them to manage stress, develop coping strategies, and improve their well-being.

In conclusion, school leaders are critical figures in shaping the education system, and their well-being matters. By prioritizing self-care, delegating responsibilities, setting boundaries, and seeking support, school leaders can maintain a healthy work-life balance and continue to lead their schools effectively.

Sincerely, ChatGPT

Since, our original Northern Territory Principals’ Association Facebook site was hacked by a video creator group we have been rebuilding.

We recommend you block this site: Old facebook site

Then follow this one: New NTPA facebook page

Thank you!