APPendixUnder Mr Graham’s management the <strong>Department</strong> playeda key role in high level meetings with each <strong>NSW</strong> universityexecutive group during 2009 to identify strategic directions<strong>and</strong> potential for collaboration. These meetings wereparticularly helpful in establishing the groundwork for newpartnerships with schools <strong>and</strong> improved pathways from VETto university to increase participation <strong>of</strong> students from lowersocio-economic status backgrounds, a key component <strong>of</strong>the Commonwealth’s higher education reforms.A more efficient, streamlined approach to registration<strong>and</strong> accreditation processes for non-university highereducation providers has also been implemented resultingin improvement in the risk management <strong>of</strong> compliance<strong>and</strong> quality.In copyright, Mr Graham had responsibility for nationalnegotiations for a new national copyright agreement forschools which will reduce the cost <strong>of</strong> learning materials by$18 million over three years.Maria Gray-SpenceSES Level 5, $231,951Regional Director, Illawarra/South East■■■■■■■■■■■■expansion <strong>of</strong> the Positive Behaviour for Success initiativeacross 47 schoolscomprehensive training in the use <strong>of</strong> data for schoolplanning <strong>and</strong> learning improvement for regional <strong>and</strong>school staffdevelopment <strong>of</strong> a leadership strategy that provides afresh approach for preparing <strong>and</strong> attracting staff toleadership positionsincreased number <strong>of</strong> school learning communities acrossthe region exp<strong>and</strong>ing the learning options for students<strong>and</strong> pr<strong>of</strong>essional learning opportunities for teachersfive additional courses approved following successfulVETAB auditSouthern Stars, the annual regional gala eventshowcased the talents <strong>of</strong> more than 2600 students <strong>and</strong>enjoyed record breaking audiences overfour performances.Ms Gray-Spence has continued to develop strongrelationships <strong>and</strong> partnerships with key stakeholder groupsincluding principals’ associations, regional Aboriginal<strong>Education</strong> Consultative Groups, parent <strong>and</strong> communitygroups, TAFE <strong>NSW</strong> - Illawarra Institute <strong>and</strong> the University<strong>of</strong> Wollongong. She has ensured that these groups havehad input into planning <strong>and</strong> decision making processes inthe region.Maria Gray-Spence commenced in the position <strong>of</strong> RegionalDirector, Illawarra <strong>and</strong> South East in May 2009. She hasdemonstrated a clear focus on improving the educationaloutcomes <strong>of</strong> all students in the region, particularlyAboriginal students.Ms Gray-Spence has provided strong <strong>and</strong> strategicleadership, exp<strong>and</strong>ing the capacity <strong>of</strong> the region to provideoutst<strong>and</strong>ing support to schools <strong>and</strong> to deliver qualityeducational programs. She has made certain that NationalPartnerships agreements have been implemented acrossthe region in a coordinated <strong>and</strong> strategic way to assuretheir success.Key initiatives during 2009 included:■■the establishment <strong>of</strong> two Industry Training Colleges(Illawarra <strong>and</strong> Queanbeyan) in partnership with TAFE<strong>NSW</strong> - Illawarra InstitutePeter HaighSES Level 5, $231,951Regional Director, North CoastPeter Haigh has continued to provide strong <strong>and</strong> strategicleadership across the North Coast Region in 2009.Under Mr Haigh’s leadership the region’s Principal LiaisonGroup has developed as a guiding coalition <strong>of</strong> principalsat the strategic level. Policy Liaison Groups <strong>and</strong> NetworkCoordination teams have developed into critical <strong>and</strong>well-functioning entities that have continued to matureduring 2009.APPENDICES 101
APPendixMr Haigh’s reforms have sharpened <strong>and</strong> refocusedthe work <strong>of</strong> school development <strong>of</strong>ficers <strong>and</strong> regionalconsultants through coordination teams, <strong>of</strong>feringmechanisms <strong>and</strong> structures for schools to participatemore fully as learning communities. In 2009, 75% <strong>of</strong>North Coast schools engaged in regionally funded selfnominatedprojects. Offering around $500,000 directly tocommunities <strong>of</strong> schools, these projects focussed on priorityareas <strong>of</strong> the region’s plan to improve student outcomes.A priority for Mr Haigh in 2009 was the region’s model<strong>of</strong> consultation with the Aboriginal community <strong>and</strong> it’sstrengthened Aboriginal education team, which hasenhanced the region’s capacity to improve outcomesfor Aboriginal students. These initiatives are yieldingquantifiable improvements that reflect this culture <strong>of</strong>partnership. NAPLAN results for Aboriginal students in theregion in literacy indicate overall growth in Reading forYears 3 5 students is 6.3% higher than state growth <strong>and</strong>Year 5 students performing at pr<strong>of</strong>icient level has increasedby 1%.NAPLAN results also reflect the region’s overallcommitment to improving literacy <strong>and</strong> numeracy outcomesfor all students. Across the region, numeracy outcomesindicate a 4% increase in Year 5 students performing atthe pr<strong>of</strong>iciency level <strong>and</strong> overall growth in Reading forstudents Years 3 to 5 is 6.3% higher than state growth. Inaddition, Year 5 students’ performance at pr<strong>of</strong>iciency levelhas increased by 1% <strong>and</strong> 32% <strong>of</strong> Year 3 students wererepresented in the highest two performance b<strong>and</strong>s.The engagement <strong>and</strong> retention <strong>of</strong> students continued tobe a focus across the region. Aligned to local industryneeds, fifteen Career Link programs operate across theregion in Aged Care Nursing, Marine, Hospitality, Electro-Technology <strong>and</strong> Retail industries <strong>and</strong> generic programs,not specifically aligned to a single industry. The ApparentRetention Rate <strong>of</strong> Year 10 -Year 12 students in 2009 was65.9%, exceeding the regional target for 2009 by 2.3%.The number <strong>of</strong> School-based Trainees, at 305, is equivalentto that in 2008. However the number <strong>of</strong> School-basedApprentices, at a total <strong>of</strong> 35, represents a 350% increasefrom 2008.Hugo HarmstorfSES Level 5, $231,951Deputy Director, Building the <strong>Education</strong> RevolutionProgram OfficeIn 2009 Mr Harmstorf’s key priorities related toestablishing the Building the <strong>Education</strong> RevolutionIntegrated Program Office <strong>and</strong> implementing the threecomponents <strong>of</strong> the BER program.The Program Director relied on the support <strong>and</strong> assistance<strong>of</strong> Mr Harmstorf in the management <strong>of</strong> the BER program,including through exercising leadership, providing advice<strong>and</strong> working collaboratively with project sponsors, keystakeholders <strong>and</strong> external suppliers in order to ensure asuccessful program outcome.Mr Harmstorf focussed on integrating the aims <strong>of</strong> theCommonwealth Government’s BER initiative with thelonger term goals <strong>and</strong> interests <strong>of</strong> the <strong>Department</strong> <strong>of</strong><strong>Education</strong> <strong>and</strong> Training. He was able to draw on hisextensive experience in Commonwealth-State relations todevelop a cooperative <strong>and</strong> productive relationship with theCommonwealth <strong>Department</strong> <strong>of</strong> <strong>Education</strong>, Employment<strong>and</strong> Workplace Relations.Under Mr Harmstorf’s strategic leadership the program’smonitoring, reporting <strong>and</strong> accountability systems weresuccessfully developed <strong>and</strong> implemented. A key feature<strong>of</strong> these systems is their ability to respond to the financial<strong>and</strong> non-financial performance information needs <strong>of</strong> theCommonwealth Government, the State Government,external oversight entities <strong>and</strong> the Integrated Program Officeitself as well as the needs <strong>of</strong> individual school communities.Mr Harmstorf was instrumental in developing <strong>and</strong> drivingthe implementation <strong>of</strong> the framework for school principalsto manage, if they so wished, their own BER projectsunder the National School Pride <strong>and</strong> the Primary Schoolsfor the 21st Century components <strong>of</strong> the BER program.Over ten percent <strong>of</strong> principals elected to manage their ownNational School Pride projects. Lessons learned from the<strong>Department</strong>’s experience in supporting these principals willbe used to improve the involvement <strong>of</strong> schools <strong>and</strong> localcommunities in future asset management decisions.102 APPENDICES