INFORM Newsletter
2025, Term 2, Issue 1
President's Report
Colin Axup
VASSP President
In a time of heightened complexity within education systems, our ability to shape effective schools rests on how genuinely we consult, how flexibly we provide for diverse learners, how fairly we appoint leaders, and how wisely we draw on experience. In the current climate there is a need to move from transactional mechanisms toward relational, informed, and principled practice. We need to accept that education is complex; however, as the English poet David Whyte stated: “Stop trying to change reality by attempting to eliminate complexity.” We need to ensure that we have processes and engagement that enables us to understand and navigate the complexities of the education system.
Consultation is not a procedural task; it is a moral, and legal, obligation. It invites those most affected by decisions into the heart of the decision-making process. For school leaders, consultation must involve more than being asked for views-it must entail shaping the agenda itself. Principals and assistant principals bring profound school-based knowledge to the consultation process.
Along with our fellow principal associations, we have proposed to the Department a system of effective consultation that progresses through four deliberate consultative stages: the idea, the policy, the implementation plan, and the review. At each stage, trust is built or broken. When voices are genuinely heard and reflected in decisions, the system earns legitimacy. When consultation is rushed or symbolic, it deepens disconnection. And while we have some excellent examples of effective consultation, there are too many other examples of the system not consulting effectively. If policy is to reflect practice, and reform is to be sustainable, then principals, those closest to the impact, must be consulted with, not just about.
The controversy of the Enhanced Bail Support and Supervision (EBSS), or ‘ankle bracelets’, policy has also had the positive effect of bringing back to the fore the issue of providing more than just a mainstream setting for the diverse range of students in government schools. Complementary Education Settings (CES), flexi-schools, re-engagement programs, and outreach learning centres, play a vital role in retaining young people in education. These are not fringe solutions but critical components of a responsive and inclusive system.
They succeed where traditional models often struggle in reconnecting students who have disengaged, through personalised pedagogy, relational learning, and wraparound supports. This last point also points to greater inter departmental cooperation in the government. Yet despite their importance, these settings remain inconsistently supported and loosely integrated into the mainstream system. At the recent VASSP State Committee, this was a topic of discussion and our members clearly highlighted the need for investment in such settings.
What is needed is a framework that places complementary settings as a formal strand within the broader education system; resourced, quality-assured, and linked to coherent pathways that lead young people back into education, employment, and community life.
There have been an increasing number of issues raised about the principal selection process. The appointment of a principal is among the most consequential decisions a system can make. It shapes culture, drives improvement, and determines how a school community navigates its future. As such, the selection process must be rigorous, transparent, and fair.
Selection panels must assess more than compliance with eligibility or technical skills; they must explore the candidate’s character, leadership philosophy, and capacity to connect with the community. Importantly, the process must instil confidence through independent oversight, inclusive participation, and consistent practice. When a principal is appointed with clarity and credibility, the entire community benefits from a leadership foundation built on trust and shared purpose. Apart from changes to the selection criteria, there has not been a review of the selection process in my memory and we have requested that a review is undertaken for all the above reasons.
In the first week of term, I had the pleasure of joining the members of the Victorian Association of State Secondary Past Principals. Many of the past principals have been out of the system for over a decade; however, they were still genuinely connected and interested in the state of education. Retired principals are too valuable to be left on the sidelines. Their experience, judgment, and perspective offer a unique resource, particularly as schools grapple with increasing complexity, leadership turnover, and a shortage of mentors.
Their engagement should be formalised and intentional: supporting induction programs, providing interim leadership in times of transition, or contributing to system-level policy and reform. This is not about replacing new energy with old models, rather it is about pairing innovation with wisdom. Through structured engagement, we can create a system where retired principals are not just remembered, but actively contributing to the profession they helped shape. As an Association we will work towards greater connections with this valuable source of wisdom.
Each of these threads, authentic consultation, flexible provision, fair appointments, and purposeful engagement of retired leaders, converge around a central idea: educational leadership cannot be siloed. It must be shared, scaffolded, and supported.
To meet the demands of the present and the uncertainties of the future, we must build systems that listen deeply, act justly, and value experience. In doing so, we not only strengthen schools but reaffirm the collaborative spirit that lies at the heart of public education.
Need to Know
NEW BUSINESS PARTNER: TEETH ON WHEELS
We’re excited to welcome Teeth on Wheels as a new business partner in 2025.
Teeth on Wheels is a mobile dental service committed to making oral health accessible for all students by delivering quality dental care directly to schools. Their preventative care model supports student wellbeing, reduces barriers to access, and aligns with our shared vision of thriving, healthy school communities.
Through this partnership, our members can explore opportunities to host on-site dental visits, receive tailored support, and strengthen the connection between health and learning outcomes.
Learn more at teethonwheels.com.au
EARLY BIRD TICKETS FOR VASSP CONFERENCE 2025
Early bird tickets are now available for VASSP Conference 2025! Get yours before Friday 4 July 2025 to secure a reduced rate on tickets and exclusive access to group ticket prices if your school register three or more staff. On-site accommodation is selling fast, so book now to avoid missing out!
Get your tickets here: VASSP Conference 2025
TEACHER SHORTAGE IMPACT SURVEY
Survey link: Term 2, 2025 Teacher Shortage Impact Survey
*VASSP continues to encourage members to share how their school is responding to staffing shortages. This survey offers continuous insights into the impact of staff shortages in secondary schools. The data supports our advocacy, highlighting the nuances and complexity of managing the secondary school environment.
PEER GROUP SUPERVISION PROGRAM
Free and confidential facilitated peer groups are available for government school principal class employees. This support is in recognition of the particular challenges and demands principals face in their roles, and the impact that these challenges may have on their wellbeing.
What are facilitated peer groups?
Peer groups are small groups of 6 to 8 participants run by a trained and qualified allied health professional. They offer a supportive and safe environment, amongst colleagues, for critical reflection on professional practice and personal wellbeing.
Peer groups can also foster collegiate partnerships – critical to managing the complexities of the role. They also facilitate conversations that explore strategies, problem solve and share resources around difficult situations or issues.
How can I participate?
Fill in a registration form via the QR code below to indicate your expression of interest, and the program staff will be in touch with more details.
2025 VICTORIAN EDUCATION EXCELLENCE AWARDS
Nominations for the 2025 Victorian Education Excellence Awards (VEEA) are open.
The Victorian Education Excellence Awards recognise the inspirational teachers, principals, assistant principals, business managers and education support staff who support children and young people to develop the skills, courage, and curiosity they need to succeed in life
All staff employed by the Victorian government in a Victorian government school can nominate themselves, their team or a colleague for the 2025 VEEA. However, nominees for the outstanding principal categories must be nominated by a peer or colleague.
Staff in specialist, rural, regional and P-9 or P-12 schools are eligible and encouraged to apply for either primary or secondary categories.
Winners will be announced at a presentation ceremony on Friday 24 October 2025 receiving For more information, refer to the VEEA website.
Nominations close on Monday 26 May 2025 at 11:59pm
For any enquiries, please email excellence.awards@education.vic.gov.au.
OPPORTUNITIES
The Australian Secondary Principals’ Association (ASPA), in partnership with The Australian Learning Lecture and The University of Melbourne, invites Australian public secondary schools to participate in a transformative two-year national initiative: Next-Generation Learning. This evidence-based program empowers schools to redefine learning success, boost student engagement, and foster modern learning partnerships.
By participating, schools will:
- Develop Learner Profiles that celebrate students’ diverse capabilities beyond traditional metrics
- Implement cutting-edge tools for next-generation assessment and reporting practices
- Enhance staff expertise in designing and assessing crucial learning capabilities
- Access professional development through two face-to-face and two online sessions annually
We invite you to take part in this important initiative and help shape the future of public secondary education in Australia.
ASPA Update
ASPA Election Blueprint: 2025 Policy Briefing Released
ASPA is proud to release its 2025 Policy Briefing, developed through the 2024 Education Summit and national consultation with principals. This document outlines ASPA’s priorities for transformative education reform—supporting flourishing students, strong school leadership, and Australia’s global leadership in education.
Aimed at politicians, policymakers, academics, and the broader community, the briefing offers practical, evidence-based recommendations on:
- Equitable school funding
- Principal wellbeing
- Teacher shortages
- Inclusive education
ASPA calls for collaborative action to build a stronger, fairer education system for every Australian student.
Access 2025 Policy Briefing here.
If you would like to receive the ASPA Bulletin and be part of the mailing list, please register here: https://www.aspa.asn.au/contact
*VASSP values our members’ privacy and will not share member information without authorisation
Chief Operating Officer’s Report
Amy Rashid
Chief Operating Officer
Principals as System Leaders: Grounded Expertise Driving System Improvement
In today’s education system, principals are not only leading schools; they’re influencing how the system responds to complex challenges. As a professional association, VASSP plays a key role in the education system’s middle tier-connecting the lived expertise of school leaders with system policy, and advocating for reforms that reflect the realities of public schools.
At our recent State Committee meeting, members demonstrated the depth of their system leadership, raising solutions, not just problems. Their advocacy centred on strengthening the conditions for school improvement:
- Performance frameworks must reflect growth, not just attainment
- Equity must be embedded in how data is interpreted and resourcing allocated
- Staffing shortages should be treated as a structural barrier to reform, not background noise
Members also appreciated the opportunity to engage in a dedicated discussion on complementary education settings, following a presentation by Deputy Secretary, Stephen Fraser. The conversation affirmed the importance of inclusive terminology and acknowledged the evolving role of these settings in supporting student engagement:
- Students are disengaging earlier, and current re-engagement models are too limited
- There is no consistent referral pathway into flexible settings
- Regional inequity in service availability remains a persistent gap
The discussion underscored the central role of principals in shaping service integration and highlighted their expertise in building cross-sector partnerships, often without formalised frameworks or resourcing.
These insights reflect what international research increasingly confirms – system improvement is most effective when it draws on the knowledge of leaders who are closest to implementation (OECD, 2023; Maitri Trust, 2024).
Members’ reflections throughout the meeting made clear: the path to system reform runs through school leadership. The conversation with Acting Secretary Tony Bates exemplified this, with his candid and well-received engagement reinforcing the Department’s growing recognition of principals as key system contributors. Encouraging updates on workforce initiatives, wellbeing, and infrastructure were met with thoughtful, solutions-focused feedback from members. The Acting Secretary’s emphasis on sustainable leadership, safety, and evidence-based teaching aligned strongly with VASSP’s advocacy and affirmed a shared direction, one that places school leaders at the centre of meaningful reform.
This shared vision also shapes VASSP’s professional learning program. Grounded in the daily realities of our members, the 2025 offering supports leadership that is both community-driven and system-minded. Our theme, Transforming Education Through School Leadership, reflects a commitment to practical, principled leadership that drives improvement across public education.
Professional Learning & Upcoming Events
- VASSP SGM & Leadership Seminar, Friday 16 May, Kooyong Tennis Club
- Pathways to Leadership, Day 1: Wednesday 18 June, Online; Day 2: Thursday 24 July, Melbourne Business School
- Applying for Principal Class Positions, Tuesday 24 June, VASSP Offices
- VASSP Annual Conference, Thursday 14 & Friday 15 August, Rydges Melbourne
- VASSP AGM & Leadership Seminar, Friday 14 November, Pentridge Coburg
For further information and to register visit VASSP Professional Learning
Industry Updates
The Australian Principal Occupational Health, Safety, and Wellbeing Survey
The 2025 Principal Health and Wellbeing Report from Australian Catholic University highlights the growing pressures faced by school leaders, yet also affirms their strong sense of purpose and professional commitment.
KEY FINDINGS
The top five sources of stress include heavy workloads, lack of time to focus on teaching and learning, student-related issues, mental health of staff and mental health of students round out the top five sources of stress.
- An alarming 45 per cent of school principals triggered a “red flag” email in 2024, signalling risk of self-harm, occupational health problems, or serious impact on their quality of life
- More than half of school leaders (54.5 per cent) reported threats of violence – the highest figure recorded since the survey started
- Nearly half (49.6 per cent) reported physical violence
- Bullying (37 per cent), conflicts and quarrels (63.4 per cent) also spiked
- Parents/caregivers as sources of cyber bullying has become high at 87.6 per cent
- Of those reporting physical violence, a staggering 95.5 per cent was at the hands of students
- Threats of violence from parents/caregivers was 63.7 per cent, down from 65.6 per cent the previous year
KEY RECOMMENDATIONS
Recommendations in the report include:
- Calls for the government and employers to address heavy workloads as the number one source of stress by providing autonomy, resources, support and intensifying efforts to reduce administrative burdens
- Prioritise wellbeing support for school leaders
- Consider alternate school leadership models such as co-principalship
- Address inappropriate behaviour from parents/caregivers towards leaders and staff to maintain a safe and conducive learning environment by implementing mechanisms such as the Victorian School Community Safety Order
Independent Review of the VCAA
The Victorian Government has released the findings of Stage One of the Independent Review of the VCAA, led by Dr Yehudi Blacher PSM, following serious integrity breaches during the 2024 VCE examination period.
Key outcomes:
• Systemic failures were found in examination-setting, quality assurance and risk management processes
- The VCAA Board was stood down and replaced with an interim board
- All review recommendations were accepted in full by the Government
- Immediate reforms include:
– Strengthened academic oversight and clearer lines of accountability
– Ceasing publication of sample exam cover pages to prevent pre-release
– Development of a secure exam repository for future use
On school engagement:
The review acknowledged the significant impact of poor communication on school communities. As noted:
“External stakeholders have reported the inadequacy of communication by the VCAA during this period. We have been informed that stakeholders, including school principals and teachers, learned of the incident through the media, and had no communication from the VCAA until several days after the Minister’s statement. The lack of information contributed to considerable distress, as schools had no information to pass on to address the queries from concerned parents and students.”
The role of school principals as both frontline communicators and system leaders has been a critical lens in this review, with calls for stronger partnership approaches in future crisis planning and operational transparency.
A second stage of the review is now underway, focusing on VCAA’s culture, governance and capability.
Unlocking High-Quality Teaching: OECD Report Highlights
The OECD’s Unlocking High-Quality Teaching (2025) highlights the complex, evolving nature of teaching as both an evidence-informed and creative profession. Drawing on findings from over 150 schools in 40 countries, the report identifies 20 effective teaching practices aligned to five overarching goals, emphasising that improving teaching quality depends on more than just classroom strategies.
Importantly, the report avoids prescribing a one-size-fits-all model. Instead, it encourages local adaptation and recognises the expertise of teachers in deciding how best to enact practices in their particular context. Leadership, therefore, should focus on empowering teachers, promoting research use, and creating the structural conditions conducive to ongoing professional growth.
Read more: Unlocking High-Quality Teaching – OECD
Department of Education: International Education Division
Victorian Education Excellence Awards: Nominations open for the Dr Lawrie Shears Outstanding Global Teaching and Learning Award
Nominations are open for the Department of Education’s Victorian Education Excellence Awards (VEEA) that provide winners of each category with professional development grants of up to $25,000. The VEEA are awarded in a number of individual and team categories, including the Dr Lawrie Shears Outstanding Global Teaching and Learning Award. The award is named in honour of the late Dr Lawrie Shears, who served as Director-General of the Victorian Education Department from 1973 to 1982 and was a strong advocate of building global education connections. This award category recognises school teams that demonstrate excellence in global learning and engagement at their school and provide their students with the skills and knowledge they need to succeed in an increasingly complex and interconnected world.
Nominations close on 26 May 2025 and can be made through the online nomination system, Award Force.
Whether your school is active in or new to the global learning and engagement space, be sure to get your nomination in before the deadline. For more information, visit: VEEA, or email: excellence.awards@education.vic.gov.au
Apply now: Virtual Victorian Young Leaders to China
Expressions of interest are open for schools to join the Victorian Young Leaders (VYL) to China virtual program 2025. The two-week online intensive language and culture program for Years 9 and 10 students will be delivered by Beijing Language and Culture University and Meg Languages in Term 3, 2025, on behalf of the Department of Education.
The program uses technology to help students enhance and apply their Chinese language and culture skills with Chinese peers and teachers. It also fosters connections through interactive cultural exchanges, an immersive experience in Melbourne’s Chinatown and visits to the Museum of Chinese Australian History.
To register your school’s interest, complete the registration form by 23 May 2025, or email: vylc@meglanguages.com for any questions.
Global Learning and Engagement in Schools: Programs and Opportunities
Recent presentation to VASSP State Committee from Linda Vaughan, Executive Director, International Education and Partnerships Division (IEPD), Department of Education
VASSP Project Services
Customised, on-site project support
VASSP offers customised, on-site and independent project support, professional development and logistical support in most areas of school operations.
What services are available?
Project services include but is not limited to:
- Leadership team development workshops
- Leadership coaching – individual and team
- School Improvement Review processes
- Curriculum reviews
Click here for more information and to request a call back to discuss how VASSP Project Services can help you.
- School Policy and Workforce reviews
- Principal preparation – application writing and interview skills
- In-depth individualised support
Regional Meetings
VASSP Field Officers
Regional Group Meetings, 2025
- Term 1: Thursday 6 February, 9:00am – 11:00am
- Term 2: Thursday 1 May, 9:00am – 11:00am
- Term 3: Thursday 31 July, 9:00am – 11:00am
- Term 4: Thursday 16 October, 9:00am – 11:00am
- Term 1: Tuesday 25 February, 8:30am – 10:30am
- Term 2: Tuesday 6 May, 8:30am – 10:30am
- Term 3: Tuesday 29 July, 8:30am – 10:30am
- Term 4: Wednesday 29 October, 8:30am – 10:30am
Term 1:
- Thursday 27 February, 9:30am – 12:00pm
- Thursday 3 April, 9:30am – 12:00pm
Term 2:
- Thursday 1 May, 9:30am – 12:00pm
- Thursday 26 June, 9:30am – 12:00pm
Term 3:
- Thursday 31 July, 9:30am – 12:00pm
- Thursday 18 September, 9:30am – 12:00pm
Term 4:
- Thursday 16 October, 9:30am – 12:00pm
- Thursday 11 December, 9:30am – 12:00pm
- Term 1: Friday 21 March, 10:00am – 12:30pm
- Term 2: Friday 13 June, 10:00am – 12:30pm
- Term 3: Friday 12 September, 10:00am – 12:30pm
- Term 4: Friday 21 November, 10:00am – 12:30pm
- Term 1: Friday 7 March, 9:30am – 11:30am
- Term 2: Wednesday 21 May, 9:30am – 11:30am
- Term 3: Friday 22 August, 9:30am – 11:30am
- Term 4: Friday 31 October, 9:30am – 11:30am
- Term 1: Wednesday 19 March, 10:00am – 12:00pm
- Term 2: Wednesday 25 June, 10:00am – 12:00pm
- Term 3: Wednesday 27 August, 10:00am – 12:00pm
- Term 4: Wednesday 19 November, 10:00am – 12:00pm
- Term 1: Friday 14 March, 8:30am – 10:30am
- Term 2: Friday 30 May, 8:30am – 10:30am
- Term 3: Friday 29 August, 8:30am – 10:30am
- Term 4: Friday 7 November, 8:30am – 10:30am
- Term 1: Tuesday 11 March, 10:00am – 12:00pm
- Term 2: Tuesday 20 May, 10:00am – 12:00pm
- Term 3: Tuesday 19 August, 10:00am – 12:00pm
- Term 4: Tuesday 11 November, 10:00am – 12:00pm
- Term 1: Thursday 20 March, 8:30am – 10:30am
- Term 2: Thursday 12 June, 8:30am – 10:30am
- Term 3: Thursday 11 September, 8:30am – 10:30am
- Term 4: Thursday 20 November, 8:30am – 10:30am
- Term 1: Thursday 6 March, 9:30am – 12:00pm
- Term 2: Thursday 22 May, 9:30am – 12:00pm
- Term 3: Thursday 7 August, 9:30am – 12:00pm
- Term 4: Thursday 6 November, 9:30am – 12:00pm
- Term 1: Wednesday 26 February, 8:30am – 10:30am
- Term 2: Wednesday 14 May, 8:30am – 10:30am
- Term 3: Wednesday 6 August, 8:30am – 10:30am
- Term 4: Wednesday 15 October, 8:30am – 10:30am
- Term 1: Thursday 27 March, 8:30am – 10:30am
- Term 2: Thursday 19 June, 8:30am – 10:30am
- Term 3: Thursday 4 September, 8:30am – 10:30am
- Term 4: Thursday 4 December, 8:30am – 10:30am
Friends of VASSP
Messages and updates from friends of VASSP
Ourschool Update Report
New voices, with a genuine message to parents
There are many ways that alumni can be mobilised to inform parents about a school’s impact and effectiveness.
The photo below shows a popular method many of our partner schools are introducing – inviting alumni to open days and parent information sessions.
At North Geelong Secondary College’s open night, a large group of alumni, including some of the class of 2024 graduates, helped out by chatting to prospective school families about their studies at the school.
Profiling your alumni strengthens your school’s reputation
We’ve found that parents, teachers and students enjoy seeing profiles of successful alumni.
The photo above shows one of the Alumni Spotlight posters that Copperfield College’s alumni program coordinator created for the school’s communications, including its newsletter and social media platforms.
Succinct profiles about graduates are conversation starters. They spread positive news about a school, within the school gates and in the wider community.
More updates available via Ourschool’s LinkedIn page or Ourschool’s website
Partner Messages
Partner messages
Atomi content is carefully planned, designed and developed to meet the latest standards and goals set out in the Victorian curriculum. Access an extensive library of ready-made content for every year level, built to back up your lessons.
Get ready for the end of the financial year by enhancing your superannuation knowledge on investing, insurance and retirement. Running from 1 to 29 May, join Aware Super’s complimentary Superannuation Education webinar series, featuring 15 sessions on topics including building better money habits, Super 101, retirement planning, Insurance 101 and more. Find out more.
Advice provided by Aware Financial Services Australia Limited (ABN 86 003 742 756, AFSL 238430), wholly owned by Aware Super.
The Victorian Academy of Teaching and Leadership (the Academy) offers evidence-informed professional learning that will empower you to create career progression steps. Explore the highlights below or visit the Academy website for further professional learning opportunities.
Government Schools Principals Conference – Melbourne Convention and Exhibition Centre, 3 – 4 June
The conference will provide professional learning for principals and assistant principals, including inspiring keynote addresses, stimulating workshops and networking opportunities.
Leading Instructional Excellence – commences 12 June
Deepen your knowledge of explicit teaching and learn about the structures and processes leaders use to drive the whole school implementation of effective instructional practices.
Data-driven School Improvement – commences 18 June
Learn how to use data to improve student and school outcomes. Over one day teams will use case studies and their school data to analyse themes and create action plans.
Emotionally Intelligent Leadership – commences 19 June
Become an emotionally intelligent leader. Learn to better connect, communicate and influence to enhance culture and wellbeing at your school.
Subscribe to the Academy Connect newsletter to stay up to date with professional learning. Phone: 03 8199 2900
Provisional Appointments
VASSP would like to congratulate the following provisionally appointed leaders.
Rhys Martin – Patterson River Secondary College