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  • 2.05LandPL  

    Students today are immersed in a globalising world that is marked by rapid scientific and technological growth. As technology advances, we are challenged to collaborate with schools and lead new pedagogical models for learning and teaching, incorporating new technologies in the classroom and providing new learning spaces to meet the needs of students. 

    Theme 2: Quality Teaching for all Learners, Catholic Education Melbourne Strategic Plan 2015–2019 

    Personal Story


    Saran Kim
    Year 12 Student, Mater Christi College, Belgrave


    The Leadership and Professional Learning team’s strategic focus, development work and services in 2015 were focused around three overlapping strands:

    • LPL1Leadership Learning
    • School Improvement
    • system-wide professional learning provision.

    Strategic partnerships with schools; state, national and international bodies; and experts are key to the ongoing development and innovation across the three strands.

    The team’s services include resource development, design and delivery of differentiated professional learning programs, and coordination and promotion of system-wide professional learning provision.

    Main initiatives

    School Improvement

    The School Improvement Framework of the Catholic Education Melbourne has two purposes:

    • to satisfy legitimate expectations of government and sector authorities about accountability for the outcomes of schooling
    • to assist schools and teachers to improve student learning outcomes.

    In 2015, a total of 90 schools engaged in the process of school review. This involvement included 66 primary schools and 22 secondary schools while a further 2 primary schools engaged in a model of differentiated negotiated review.

    Leadership Development

    In 2015 a cross-functional team was formed to consider and investigate tools and resources that enabled schools to develop strategies and policy around succession planning for leadership. The team included primary and secondary principals and deputy principals, whose role was to consider strategy, resources and processes that situate responsibility for leadership learning within schools by capitalising on the expanding leadership expertise that exists in Catholic schools for greater success across the system. In 2015 a draft guide was developed in consultation with 22 school leadership teams.

    Aspiring to Principalship

    The 2015 Aspiring to Principalship program components included:

    • building an understanding of key leadership capabilities embedded in the Leadership Standards Framework
    • providing individualised, confidential re:th!nk 360° survey implementation and feedback
    • goal-setting, action learning, principal shadowing and differentiated needs-based workshops.

    In 2015, 59 aspirant principals across the four Victorian dioceses participated in the Aspiring to Principalship program.

    Performance and Development

    Additional resources were developed to support the implementation of the Australian Teacher Performance and Development Framework in Catholic schools. A four-day workshop series involving 14 schools provided guidance and strategies for developing Catholic professional communities. Performance and Development grants projects in 20 schools concluded with some significant changes in practice and school culture achieved in these schools.


    Catholic Education Melbourne partnered with GROWTH Coaching International and offered the coaching accreditation program where school leaders developed a sophisticated degree of coaching competence and confidence. In addition, 36 Catholic school principals accessed an accredited coach for 5 sessions.

    Graduate Teacher Welcome Function

    LPL3Approximately 200 people, including graduate teachers, principal association representatives and Catholic Education Melbourne staff, gathered during April at the Catholic Leadership Centre for the 2015 Graduate Teacher Welcome.

    This significant event welcomed newly appointed graduate teachers commencing careers in both primary and secondary schools in the Archdiocese of Melbourne.

    Following the celebration of the Eucharist together, each graduate teacher was personally greeted by Archbishop Hart and was later formally welcomed to Catholic education by Executive Director, Mr Stephen Elder. Affirming their educational ministry, Mr Elder spoke in particular of the privilege and responsibility associated with parents entrusting that which is most precious to them – their children – to their care. 

    Women in Leadership

    The Supporting Women in their Leadership Journey Compendium and Resource Guides were launched in March 2015 by Stephen Elder, Paul Sharkey, Elina Raso and Leonie Stott. The Compendium was distributed to all schools in the Archdiocese of Melbourne and subsequently distributed to all Catholic schools in Victoria. In addition, all directors of Catholic education in other dioceses, regional managers and key regional staff received copies. Full copies of the resource were provided to those who attended both the launch and the professional learning activities held previously. Feedback on this resource has been 90% + positive. A senior leader and principal information session was held in 2015 as well as a full day Women Leaders Connect program facilitated in partnership with Trinidad Hunt to support the establishment of self-sustaining Women Leaders Connect clusters and networks.

    Principal Induction

    The Principal Induction Program components consisted of:

    • a series of 12 workshops spaced over two years including an annual two-day residential
    • collegial professional learning groups
    • individual mentor support in Year 1 of the program and provision of a coach in Year 2 of the program
    • online collaboration and communication
    • development of action learning plans and 360° feedback.

    The program content included Leading the Faith Community; Leading the management of the school; Engaging and working with the community; Developing self and others; Leading improvement, innovation and change; Leading learning and teaching. In 2015, 28 principals participated in the program.

    Professional Learning

    Overview of Professional Learning Activities Offered Through My PL (IPLS) 

    Analysis, Policy & Research 3
    Communications & Marketing 2
    Curriculum & Secondary Services 11
    Eastern Regional Office 23
    Finance 14
    ICON 31
    Industrial Relations 26
    Infrastructure & Capital Funding 4
    IT Services 4
    Leadership & Professional Learning 24
    Learning & Teaching 14
    Literacy 40
    Mathematics/Numeracy 22
    Northern Regional Office 24
    Pathways & Transition 5
    Planning 2
    Religious Education & Catholic Identity 25
    Science 5
    Southern Regional Office 26
    Student Services 70
    Wellbeing & Community Partnerships 30
    Western Regional Office 10
    Total  415 

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