Australian Primary Principals Association - Connected Leader: The APPA e-journal for Australian primary school leaders


September 2015

Dear Colleagues,

Curriculum in Australian schools is on the agenda for educators and, unsurprisingly, well-intentioned people beyond our schools. Curriculum is ‘a course of study’ (Oxford Dictionary) or more broadly defined as ‘the totality of student experiences that occurs in the educational process’ (Wikipedia). As we know, everyone went to school and many hold an opinion about what should be happening in our schools. Some may present themselves as being a school education ‘expert’. True, community knowledge is helpful but, possibly at times, a hindrance to a more productive discussion.

From what I can see, the focus schools bring to 21st century learning, skills and knowledge is being challenged by dated practices and old knowledge, maybe found in a 1980s textbook or resulting from one’s experiences of school days long gone. It worked in the past, so why not now? In this article, I’ll look at the key drivers influencing our thinking, and the thinking of educators worldwide, in designing and implementing a curriculum for the students of today and, maybe, the students yet to come.

I’d guess you have noticed the impact of the digital revolution. Australians love technology and digital tools or gadgets. We are on Facebook, Twitter, LinkedIn and Instagram. We are more likely to Google it or look up Wikipedia for information than grab the Encyclopedia Britannica collecting dust on our shelf (if, indeed, it is still there). We just might remember information we learnt at school. But I doubt it. Teaching in primary schools is moving away from the idea that textbooks and teachers know it all, to accessing information 24/7 via the internet. Wouldn’t we say that technology, and the need for students to learn how to operate in a digital world, need to be reflected in the school curriculum?

While so much knowledge is now readily accessible, what knowledge is worth knowing? What is it that students will need for their working lives and as members of the society post-school? This has been the challenge for the Australian Curriculum Assessment and Reporting Authority (ACARA) to capture in the Australian curriculum. The initial attempt created an overload and was too subject-based. It missed the mark in reflecting the reality of the primary school curriculum today. While the content was identified, the key focus was on the demonstration of the Achievement Standards and Capabilities. It’s what I call showing what you can do with what you know. This balance between knowledge (content) and skills (capabilities) is the tension now facing schools and is a further ‘driver’ for a school to manage.

The Australian Primary Principals Association (APPA) is working with ACARA to ensure that the curriculum reflects the learning design in schools but also allows for modifications at the school and, importantly, the classroom levels. This task is, of course, impacted by each state and territory wanting to retain influence and control of the curriculum for their jurisdiction. It is time to accept the move to an Australian curriculum where common principles of design provide a framework of knowledge and skills for all schools to implement, with the school determining its school-based content within its own context.

Leading curriculum is a key responsibility for principals; it requires a whole-school approach. However, if the curriculum is well-designed, resourced appropriately, implemented through high quality teaching and learning, and effectively assessed, then the ‘reward is seeing the opportunities opening for students and watching them achieve and grow in ways that otherwise might not have been possible’ (Ryan, 2015, p.95). The primary school curriculum should, then, expand minds by learning from what we know today to learning what we need for tomorrow.

The Australian Curriculum Review has been completed and recommendations identified to address concerns raised by a number of stakeholders, including APPA. We await the decision of the Education Council on the final document. APPA strongly supports the notion that school principals and their community are in the best position to make decisions on the curriculum for their students, based on the Australian Curriculum.

The reality is that things have changed in schools to reflect the change in society. This is a necessary part of the evolution in education. We can still reassure parents and others that the basic skills are still a major part of the curriculum and are still being taught, though possibly quite differently to the way they experienced. Ultimately, the focus is on ensuring that all children gain the knowledge, skills and capabilities needed to be successful contributors to society in the 21st century.


Ryan, P. (2015). ‘Leadership in Education Learning from Experience’, Halstead Press, Ultimo.


APPA has identified, and is working with, a unique resource that raises the bar on the quality of teaching and learning within our primary schools. It’s a resource that addresses the need for curriculum to be contemporary and engaging, accessible and flexible and bring high expectations to the classroom. Called MAPPEN, it is now available for schools at: and APPA is very pleased to be building a partnership with leading experts in curriculum design and teaching practice.

I recently attended the MAPPEN launch in Melbourne. The developers are highly experienced teachers and consultants who understand the challenges of developing contemporary curriculum for primary schools. The resource is available to schools across Australia and the take-up has been fantastic. A number of schools presented at the launch and are very pleased with the value of their investment. This return on investment has seen more focus on the learning and teaching, and the engagement of children in their learning has been outstanding.

MAPPEN incorporates the Australian curriculum, is integrated across subject content and capabilities, and covers kindergarten to year 6. The resource has assessment options and provides a range of teaching and learning processes and strategies. The units connect the classroom to the community and to the global world. One considerable benefit is that teachers are relieved of the time-consuming task of planning and writing integrated units.

Teachers can focus efforts on teaching, learning and assessment activities, and gain from the professional learning embedded in each unit.

If your school is looking for a source of rich, classroom-ready curriculum content that supports whole-of-school teaching around three-dimensional, real world concepts, rather than flat, one-dimensional themes, then I suggest you visit the MAPPEN website today.

Dennis Yarrington
President, Australian Primary Principals Association
Mobile: 0466 655 468

2015 APPA Conference: 16-18 September, Hobart

Interviewees urgently sought for 2015 series of ‘Connected Leader’

Do you love your job?
Primary school principals across Australia, from Catholic, government and independent schools, are invited to contact the Managing Editor of ‘Connected Leader’, Debra Crouch, who is currently seeking interviewees for the remainder of the 2015 series of ‘Love the Job’ (written) interviews. To express your interest in assisting with this project, please contact Debra at: or 0413 009988.

Principals in the news

September 2015

Christine Hills

With her husband Brian, Christine Hills owns 1618 hectares along the Dawson River, 12km south of Moura, and together they have four children aged seven to 14. Ms Hills is also principal of Rockhampton Girls Grammar School, in Queensland.

Robert McCullough

‘Small schools are a bit more relaxed but put time into providing opportunities for kids to get more personalised benefits’, says the new principal of Goovigen State School. The total enrolment of the tiny Queensland school is four.

Excellent school leaders in South Australia

We all make the occasional typo but this ‘Herald Sun’ article, which provides a list of worthy finalists in the ‘2015 SA EXCELLENCE IN PUBLC EDUCATION AWARDS’ [sic], will make careful writers cringe.

SBS program: ‘The Principal’

School principals may enjoy a new four-part series being podcast from 8 October by SBS.

Joanne Walsh

Speaking about her job several weeks before a papal visit to her school in New York, USA, this enthusiastic principal admitted: ‘It can’t be a job. If this was a job, it would be impossible … . It’s a life, and it’s a choice I made.’

Interviewees urgently sought for 2015 series of ‘Connected Leader’

Do you love your job?
Primary school principals across Australia, from Catholic, government and independent schools, are invited to contact the Managing Editor of ‘Connected Leader’, Debra Crouch, who is currently seeking interviewees for the remainder of the 2015 series of ‘Love the Job’ (written) interviews. To express your interest in assisting with this project, please contact Debra at: or 0413 009988.

Locally made ethical school wear

Through their own procurement policies local schools have the power to support an ethical Australian clothing industry and help prevent the exploitation of workers. There are local school wear manufacturers who are committed to making clothes locally the right way.

Ethical Clothing Australia is responsible for accrediting local clothing and footwear manufacturers to ensure that their workers are receiving their legal wages and entitlements, and working in decent conditions.

To find out more contact Ethical Clothing Australia to ask how we can assist your school to source ethically accredited school wear.

Phone: 03 94190222

Brisbane City Council's award winning Active School Program creates safer streets around your schools, full of healthy and active kids arriving ready to learn.

Opinion and analysis

September 2015

Keith McDougall

‘You are a professional person - you should be able to make decisions within an accountability framework,’ said the principal of Broadmeadows Primary School, in Victoria. ‘I couldn't work in an environment where I had to phone and ask for permission to do everything, he added.’

Pam Kent

SASPA President Pam Kent has said that South Australia should consider adopting the Finnish system, where students have four 15-minute recesses and a 30-minute lunch break every day.

A.C. Grayling

Education should focus on inspiration more than teaching, says one of the world's most engaging and prolific philosophers, who recently visited Sydney to speak at the Festival for Dangerous Ideas.

David Robertson

‘Any broadening of the GST base to include household spending on education would amount to a lopsided tax on school choice and be a totally inappropriate imposition on human capital investment,’ says David Robertson, the executive director of Independent Schools Queensland.

Trish Jha

The author of a report recently released by the Centre for Independent Studies said that the trend towards school autonomy in Australia showed that the nation was ready to take ‘the next step’ and introduce charter schools. ‘Charter schools can be much more responsive to the challenges local communities face,’ she explained.

Written by internationally recognised school and early education experts, Your Child's First Year at School: Getting off to a good start, is highly valued as a home and school resource which provides excellent advice to parents, teachers and all interested in giving children the best possible start at school. Order at:

Research, reports and statistics

September 2015

Ten thousand WA students at severe educational risk

A report released in mid-August showed there had been no improvement in the overall attendance rates at WA state schools in the past five years. The report showed that nearly 10,000 students were at ‘severe’ educational risk.

Education for students with disabilities

An estimated 500,000 children with disabilities are not enrolled in South Africa’s education system, according to a recent report by Human Rights Watch. Many (if not most) children with disabilities, in developing countries across the world, do not have access to primary education.

Report: some school fees rising faster than inflation

Between 2005 and 2011 Catholic school fees rose by 24 per cent and independent school fees increased by 23 per cent, compared with 20 per cent increase in the CPI. The school fee figures are cited in a Mitchell Institute report, ‘Expenditure on Education and Training in Australia 2015’.

Action research: six strategies for teaching reading

This article reports that evidence gathered from the international work of an Australian reading educator, Dianne Snowball, reveals six strategies that produce strong readers who quickly progress to more complex texts.

Standing desks to be tested in WA school

Year two students in a Pilbara country school are about to embark on a trial of standing desks. Students will be monitored over the next few months to see how standing changes classroom behaviour and, possibly, thinking.

PR1ME Mathematics—based on the world’s best practice used in Singapore PR1ME has been developed by Scholastic in collaboration with the Ministry of Education in Singapore.

How does it work? PR1ME: explicitly and systematically teaches the problem solving processes and strategies; uses consistent and carefully structured pedagogy; takes a carefully scaffolded, deep-dive into conceptual development; actively involves students in metacognition; and provides professional learning for teachers.

Education news

September 2015

Adelaide’s young reporters

With a green screen, an iPad and some simple editing software, hearing impaired students at Klemzig Primary School, in South Australia, are producing a news program.

SRI shifted out of classroom time

The Victorian Government recently announced changes to the timing of religious education classes in government schools. Students whose parents request SRI will now take the weekly half-hour program during lunchtime or before or after school.

Media attention over Book Week decision

A Perth school’s request for a student to remove/alter her Book Week Parade costume has attracted the attention of the media. The 12-year-old based her costume on a character she has seen in a documentary about former Queensland construction worker and environmentalist Dayne Pratsky.

Rising claims for psychological compensation

The NSW Department of Education recently responded to a freedom of information request for the total number, and total cost by year, of workers compensation claims for psychological injury made by teachers.

New learning app for parents

A free mobile app has been released by the Federal Government as part of a $5 million commitment to improve school results by engaging parents and communities with a relevant, up-to-date curriculum.

For 40 years, Scholastic Australia has been partnering with schools across the country to give kids access to books they want to read through Clubs and Fairs. In 2012, Scholastic gave Australian schools over $11 million worth of Scholastic Rewards. To find out how you can spend Scholastic Rewards on resources and save your budget, visit

Differentiated Learning Technology - FlexCat has landed

This article is sponsored by Hear and Learn.

Achieving best practice auditory learning is a challenge. We know the intelligibility of a teachers voice varies; the further a child is from a teacher, the harder it is to comprehend instruction.

And for children, the challenge is unique. They have less experience with the words adults use so giving them everything clearly gives them a better chance of responding with confidence.

New teaching methods and evolving student populations, and new building designs, has created an upswing in schools adopting technology help with these challenges. And create edge.

Arnolds Creek and Mary MacKillop Primary Schools in Melbourne have adopted the newest Hear and Learn technology called Flexcat. There are more than 6000 Australian classrooms where Hear and Learn technology operates.

All teachers in all classrooms use Hear and Learn technology at Arnolds Creek Primary School in Melton, Melbourne. Principal Frank Pawlowicz explains “Hear and Learn technology involves teachers wearing cableless microphones to allow all consonant and vowel sounds to be broadcast gently and evenly throughout every part of our traditional classrooms, and in our larger agile spaces. All of our teachers use the Hear and Learn equipment all the time given they report higher attention rates of all children, a calmer environment in their learning spaces and better teacher welfare especially in terms of voice care”.

Click here to learn more and secure your free Flexcat Trial

“In the past, I thought of any technology like this as being relevant only to children with impaired hearing. We now know that creating an environment where it sounds like our teachers are standing next to every child benefits all students and creates a truly inclusive school” said Frank.

“A cornerstone of our teaching at Arnolds Creek is Differentiated Learning. We use the Hear and Learn Flexcat to help with this. Teachers can broadcast to the whole group one second, then flick to speak to only one table of children. So, in our agile spaces, a teacher can be at the far end of our rooms and talk directly to a table 20 metres away. No talking over the top of other children. And, teachers can listen in on children to monitor their behavior. It has revolutionized how we teach and has allowed our teachers to do their job better.”

At Mary MacKillop Primary in Narre Warren, Melbourne, teachers also use Flexcat. Teachers Tamara and Margaret explain “We are using the Flex Cat (clarity and amplifying aid) in our classroom everyday. We use it to run and manage Literacy groups and independent learning times. It is beneficial because we can monitor and check the progress of students at any time and they can communicate with us without having to wander around the room or wait in a line. It also allows us to listen into their conversations (that can be interesting) checking to see if they are on task or need further prompts and assistance.”

Hear and Learn will be at STAND 71 at the APPA 2015 conference in Hobart.


Balancing act

September 2015

How to make work-life balance work

Nigel Marsh lays out an ideal day balanced between family time, personal time and productivity - and offers some stirring encouragement to make it happen.

Why we all need to practise emotional first aid

Too many of us deal with common psychological health issues on our own, says psychologist Guy Winch.

Regular exercise for leaders

According to the Mayo Clinic, 30 minutes of exercise a day for three days a week will release chemicals in the body and brain to help boost the immune system and stave off some effects of depression, certainly a drain on a person’s ability to think clearly and work well.

Effective time management for leaders

Michelle Chung, Managing Partner of mPWR10 (Empowered in 10 Minutes a Day) discusses tips on how leaders can regulate their stress levels and manage time effectively.

Camp Australia delivers after school care solutions, building on the educational experience of school communities. As the nation’s leading after school care provider Camp Australia has partnered with school communities for 25 years, adding value by delivering high quality care, well-trained staff, systems and support. Find out how Camp Australia will add value to your school community at

Policy and innovation

September 2015

Broadmeadows Primary School taps into neuroscience

A Victorian primary school principal, Keith McDougal, has developed a learning program that is based on the latest developments in neuroscience, after seeing similar models used in the United States and New Zealand.

Educating children with diabetes

‘There is a lack consistency among the information schools are receiving’ about managing students with diabetes, says Nuala Harkin, a credentialed diabetes nurse educator at The Children’s Hospital at Westmead, in NSW.

Adding space travel to the curriculum

Brenda van Rensburg, patronisingly referred to as a ‘Perth Mum’ by ‘7 News’ is set to meet Virgin Galactic founder (and US Dad) Sir Richard Branson to share her ideas for space travel education in Australia.

Classrooms without walls

Internet-based technologies can expand the classroom across the world, in real time. In this example, students at a Chicago school are interviewed after a virtual audience with the Pope.

Vendor trials highlight importance of wireless provision

Needing ‘a solution that was high speed and performed well in high density environments,’ All Saints College, in Perth, considered a range of options in its quest to strengthen wireless provision in the school.
2015 APPA Conference: 16-18 September, Hobart

KidsMatter Primary is a proven mental health and wellbeing framework for primary schools. It provides expert knowledge, tools and support to help schools grow healthy young minds and care for children’s mental health. KidsMatter is backed by the expertise of Principals Australia Institute, beyondblue and the Australian Psychological Society.

Professional skill-building

September 2015

Don’t talk too much

‘Leaders often defeat themselves. They claim no one will speak up, no one listens to them, no one has any ideas when almost always it is not anyone’s fault but their own. Know when to talk and when to shut up,’ advises Jack Dunigan.

The inherent weakness of copies

The objective of developing capable people is to expand your influence and get more done. However, creating a cadre of subordinates who are clones of yourself is counter-productive, advises Jack Dunigan.

Build your personal charisma

The author of ‘The Charisma Myth’, Olivia Fox Cabane, reveals how learning the specific behaviors of presence, power and warmth can help leaders to develop their personal charisma.

Overcoming nerves when giving a presentation

Deborah Grayson Riegel gives real life tips and techniques for overcoming nervousness when public speaking.

Twelve ways to treat your employees as humans

Rodd Wagner has devised 12 rules that will make sure employees are driven by reciprocity, i.e. motivated by principle, a sense of obligation, and the satisfaction of doing something good for someone else.

Academy Photography are proud sponsors of the Australian Primary Principals Association. Academy Photography services include school photography, yearbooks, complete printing and educational solutions using latest technologies.

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Money matters

September 2015

Minister defends Learning Management and Business Reform system

NSW Education Minister Adrian Piccoli? was recently asked to defend the $531 million pilot Learning Management and Business Reform system, which has been marked by technical problems during its trial in 229 schools. 'It is not a blow out,' he told the committee.'You might think that $500 million is a lot of money but it is not in the context of a very large organisation.'

Monday to Friday boarding schools

Boarding schools catering for rural students are adjusting their provision to the financial consequences of ongoing drought, the rising cost of education and the growth of a perspective that values more regular contact between parent and child.

The cheapest or the best option?

Parents at Bassendean Primary School, in Perth, have mounted a campaign to stop part of the school oval from becoming a car park. ‘It has been made clear to us by the department that they chose the cheapest option, as opposed to the option that would be best for the community in the long-term,’ said parent Michelle Grady.

Unpaid school fees, the media and the law

Most non-government schools have processes to recover outstanding school fees. However, sad cases like this one naturally attract media attention and engender strong public sympathy for the family involved, which can impact on the public perception of the school. All schools tread delicately through this type of situation.

The pub down the road?

Commercial interests, cultural values, duty of care and council policies collide head-on in this ongoing situation between Casula Primary School, in NSW, and a hotelier who wishes to open gambling and drinking premises 135 metres from the school.

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Love the job

September 2015

Susan Ryan

Principal, Mount Carmel College, Sandy Bay

Describe your current school, its students, the demographics of your school community, and any special challenges and/or strengths.

I am the principal of Mount Carmel College, a kindergarten to year 10 school located in Sandy Bay, Hobart. The College enrols boys and girls from kindergarten to grade 2 and our girls’ only environment from grade 3 to year 10 allows us to cater for girls’ education. The size of the College is approximately 560 students.  I began my principalship here in January 2014 and I absolutely love it. It is the best job in the world!

How many years have you been a school leader?

I began my education career in Geelong, Victoria, where I held a number of different leadership roles, primarily in the areas of student wellbeing and pastoral care. I then undertook an adventure moving to Launceston, Tasmania, where I was deputy principal: pastoral care, for five years. One Saturday morning, I noticed an ad in the paper for the principal of Mount Carmel, and although such a role had not been part of my career plan, I felt an immediate sense of connection.  I had a strong feeling that I needed to apply. So now, here I am, in the most wonderful community of people.


NEW resilience and wellbeing program

Dusty and Friends is a great resource for learning and building resilience in children. Game ON highlights the importance of being calm and prompts children to see how consequences result from actions. A popular resource in Early Stage 1- Stage 1 classrooms, children identify and relate to different characters. The program aligns with the Australian Curriculum and works well for Stage 3 in a peer support model. Available for immediate download through the School For Living website.

Love the job

September 2015

Susan Ryan

Principal, Mount Carmel College, Sandy Bay

(continued from previous page)

What motivated you to become a school leader (and when)?

I’ve been inspired in my teaching journey by some amazing role models, and through those people I’ve learned how much influence - good or bad - a teacher or leader can have. When I was based in the classroom, I wanted to be the best teacher I could possibly be; I think that’s a journey that you never stop travelling- there is always more to learn and improve upon.

I’ve always been passionate about the link between wellbeing and learning and I did my Masters of Education as a research thesis in the area of student welfare. That passion led to positions of responsibility, and again, I saw evidence of the potential for influence in areas such as positive education. I’ve been so lucky to have had a range of energising positions, especially my current role. It was never a planned pathway but I suppose you could say that I enabled myself to be in a position to accept opportunities as they were presented.  For me, leadership means being part of a community, and being in a position to empower other members of the team to work to their strengths. I also think it is important as a leader to maintain my own profile as a lifelong learner. I am reaching the final stages of my doctorate in the area of cyberbullying, which is another area I’m passionate about.

As a new principal, what was the most useful lesson you ever learned from a more experienced principal colleague?

When anyone starts at a new school or in a new role, they obviously have fresh ideas and see lots of potential for change, and that was the case for me. Make a big list and then lock it in your bottom drawer and don’t look at it again for six months. Instead, spend the time forming connections with your community and getting to know what makes the place tick. It’s great advice (although sometimes not absolutely practical, depending on the needs).

What makes you smile at work?

Almost everything! In my first year at Mount Carmel, a parent said to me, ‘You’re always smiling’ and my response was, ‘There’s so much to be happy about.’ I love seeing the community alive with energy; I love students stopping to say ‘hello’ or to show me their work. It’s really satisfying being a part of the journey of a young person’s education.

We have some big dreams here. There are things we want to achieve as a College community and those goals are invigorating.  At Mount Carmel, we are leaders in the field of science and engineering; our arts offerings are broad. We offer challenges in sport and leadership, and we have a strong commitment to social justice initiatives. As a school, there are a number of focus projects underway, particularly in the development of a middle years philosophy and pedagogy, and in terms of positive education. I respond well to challenge and being on a journey towards excellence in education, together with others who share this commitment, is absolutely energising.

In managing your staff, what are your most valuable skills and beliefs?

I believe that teachers and other school staff are some of the most important adult role models in students’ lives, so they are a school’s most vital resource.  We need to build the capacity of each member of staff to have the most positive influence on learning and wellbeing possible. I think creating opportunities for staff to work collaboratively, share best practice, bounce ideas off one another and be inspired is vitally important.

2015 APPA Conference: 16-18 September, Hobart

Love the job

September 2015

Susan Ryan

Principal, Mount Carmel College, Sandy Bay

(continued from previous page)

What was the toughest day you ever had as a school leader?

Because you are dealing with people, every single day is different. That’s what I love about this job. It is never boring. But it does bring you face-to-face with all aspects of life - the joys, the sorrows, the achievements and the losses. I’ve had several parents in tears in my office because things are not working out for them. I’ve had staff members share their personal challenges with me, which is an enormous privilege. I’ve seen students struggle through hardship or in recognition of the fact that they have made a mistake (however, the flip side of that is that you also have the opportunity to see them move through the hardship to a new beginning). I can’t pinpoint one specific day being harder than others, because there is something wonderful in every day, no matter what happens.

What tips would you give new school leaders about staying positive and keeping their energy levels high?

It’s easy to have high energy and positivity when everything is going well. However, being a principal can be a lonely job when things go wrong. I would recommend building up a strong professional network so you can debrief on the tricky matters, or engaging a mentor to guide you through challenges. Of course, maintaining an ‘outside’ life is vitally important – good family support, some hobbies and ways to relax are essential. One thing that always lifts my spirits on the trickiest days is a quick visit to the primary classrooms, especially kinder or prep. It’s an instant magic quick fix for the tough times!

If you could name just one thing that kept you going to school every day, even on the really difficult days, what would that be?

The bright, ‘Good morning Mrs Ryan’ welcomes of 560 students does it for me.

Susan Ryan


Interviewees urgently sought for 2015 series of ‘Connected Leader’

Do you love your job?
Primary school principals across Australia, from Catholic, government and independent schools, are invited to contact the Managing Editor of ‘Connected Leader’, Debra Crouch, who is currently seeking interviewees for the remainder of the 2015 series of ‘Love the Job’ (written) interviews. To express your interest in assisting with this project, please contact Debra at: or 0413 009988.

Managing Editor, APPA 'Connected Leader'

Debra J. Crouch
Mobile: 0413 009988

Connected Leader

Connected Leader Copyright ©. Australian Primary Principals Association 2015. This whole publication, created as a deliberately selected compilation of internet-based resources, may not be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the Australian Primary Principals Association (APPA).

Connected Leader is an official publication of the Australian Primary Principals Association. In close collaboration with APPA, Connected Leader is designed, produced and edited, specifically for APPA members, by Debra J. Crouch, Managing Director of Vivid Word and Image design, to enhance the professional learning of Australian primary school leaders.


The opinions expressed in any of the internet-based resources accessed by links from Connected Leader, belong entirely to those who created those resources, and do not necessarily represent official APPA views and policies. At times, links to some resources may be deliberately selected to reflect the wide range of views held by Australian primary school leaders, and the views therein may be subject to debate in some sections of the education community. Readers are advised that, in the interests of brevity, not all of the available personal opinions or information about a particular event, development, issue or policy direction may be published in resources made available through links in Connected Leader. Interested readers who require more comprehensive information, or who seek the opinions of all stakeholders, are advised to directly contact the institution/s or persons cited in the resource/s or conduct their own private research.

Neither APPA, Debra J. Crouch nor Vivid Word and Image Design can guarantee, or take responsibility for, the accuracy or otherwise of any of the information and/or views contained in any of the internet-based resources accessed by links from Connected Leader, or from subsequent webpages accessed via links within (or in material/text following) those suggested resources. The duration of all links cannot be guaranteed by APPA or VIVID Word and Image Design. Nor do these two parties accept responsibility for any loss or damages arising from statements or opinions contained in any published article or advertisement.