yowsil-survey

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NEW CEO APPOINTED TO AUSTRALIAN SCHOOL OF APPLIED MANAGEMENT

The Australian School of Applied Management (ASAM), which sits alongside the National Excellence in School Leadership Institute (NESLI), has announced the appointment of Karen Taylor as Chief Executive Officer.Ms Taylor is a highly skilled CEO with extensive experience in strategic planning, change management and business growth and development in the education sector. As former CEO of Government Skills Australia, Executive Director of GOTAFE, Executive Advisor to Bendigo Kangan Institute and Deputy CEO of the Australian Institute of Management, she brings to the role a deep understanding of the education and training landscape in Australia. Ms Taylor is a graduate of the AICD Company Directors Course and has successfully led large teams in complex business environments, been accountable for strategic planning, financial strategy and sustainability, and consulted to CEOs and Boards across AustraliaImportantly, as a successful woman leader, Ms Taylor is acutely aware of the obstacles and challenges facing women leaders and is passionate about advancing gender equity.The appointment also sees Ms Taylor take up the CEO role for Women & Leadership Australia (WLA) and Women & Leadership New Zealand (WLNZ), which sit alongside ASAM.“I am delighted and honoured to have been given the opportunity to lead and work with the outstanding team at ASAM. ASAM is an exciting business that represents unique and diverse opportunities for learning and professional development in Australia.“ASAM as an organisation believes that visionary leadership, which is inclusive and embraces the power of diversity, is key to solving the complex challenges we face as a global community. I look forward to joining the organisation and continuing to drive leadership development for all Australians.”The Australian School of Applied Management (ASAM) is one of the country’s most highly regarded providers of leadership education. Working with approximately 8,000 learners each year, they provide innovative development solutions for individual leaders and leadership teams across all sectors and industries.About ASAMThe Australian School of Applied Management (ASAM) is one of the country’s most highly regarded providers of leadership education. Working with approximately 8,000 learners each year, we provide innovative development solutions for individual leaders and leadership teams across all sectors and industries.Focused on improving the way people work together, our world class learning solutions support organisations of all sizes to accelerate their leadership capability and achieve their unique goals. We also provide specialised leadership development and networking opportunities through Women & Leadership Australia (WLA), Women & Leadership New Zealand (WLNZ) and the National Excellence in School Leadership Initiative (NESLI).Part of Navitas, a leading global education provider, our vision is to be Australia’s best leadership education provider by supporting organisations and individuals in the continuous pursuit and application of leadership excellence. WE NEED MORE LEADERS LIKE YOUYou’re here because you know that great leadership enables better teaching and learning. We’re here to help you be a great leader within your school community. For more leadership news, plus event updates and expert tips, subscribe to our mailing list. SUBSCRIBE NOW

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How to replenish your surge capacity

The coronavirus pandemic – and the response that has been required by the education system, is truly one of the most pressing challenges schools have ever faced. Many school leaders are experiencing serious ‘carers’ load’ and ‘vicarious trauma’ as a result of their staff and students’ challenges.This series of ‘recharge’ blogs explores themes and models that school leaders, teachers and staff can come to in times of stress, or to replenish their leadership capacity. In this blog, we look at the phenomenon of ‘surge capacity’ and how the application of constant ‘surge’ conditions has impacted school leaders during the COVID pandemic, and caused an increase in vicarious trauma and carers load for leaders.What is surge capacity?Have you ever scaled up your efforts – whether increasing your work hours, donating more to charity, or squeezing more tasks into your day - in times of crisis? If you have, then you have used your surge capacity. Surge capacity is a collection of adaptive leadership qualities that leaders draw on in times of crisis, change or trauma to survive – whether figuratively, or literally. While these qualities can be used over a short period of time, they lead to burnout if we operate at that heightened level for too long.The most tangible example is the extra resources that people pour into natural disasters – firefighters work around the clock to put out fires, SES volunteers go days without a break to rescue people from flood waters, and governments, private organisations and individuals donate large amounts of funds and goods to support the survival of the people affected. All these things have one common theme – they are unsustainable over time.As a leader, you activate your surge capacity to protect your school community in times of crisis or rapid, unpredictable change. The usual timeline of these situations would see you have an immediate surge response, and then soon after turn to rest, reset and rebuild, using more normal energy and resource levels.Why has my surge capacity disappeared?The COVID-19 pandemic has had a significantly drawn out timeline of a ‘disaster’ meaning that leaders’ surge capacity has been on heightened alert for the better part of two years. Without the usual timeline that allows for rest soon after the disaster, you are left feeling burnt out, depleted and wholly uninspired or motivated to lead your school community. This contributes to poor wellbeing for you, your teachers and the broader school community.How to support yourself:Luckily, there are some things you can do to support yourself in times of crisis, to better cope with your heightened leadership responsibilities. These include:Going easy on yourself. Giving yourself some extra time and space to get things done, leaving things that aren’t urgent and having more rest time aren’t selfish, they’re important for your health and wellbeing.Acknowledging that things are different. There is a lot of commentary at the moment about things going ‘back to normal’, but the reality is that things really are different now. While it’s okay to miss things that are different now, there are a lot of positives to think about, too.Recognising that you may be experiencing grief-like symptoms. As mentioned above, you will miss some ‘pre-covid’ things, and that is okay. Taking the time to grieve for those things is an important step to letting go and moving forward. Focussing on maintaining and strengthening important relationships. COVID was a big ‘reset’ for a lot of personal and professional relationships. Take the time to identify the relationships that might need to be reset or renewed, and focus energy into these.Finding new activities and hobbies that offer some relaxation and reprieve. Now that things are opening up, there are new opportunities to try new things, or to continue hobbies that we picked up during lockdowns. It is important to take time away from the ‘crisis’ and do something that is enjoyable and good for you. Dealing with elongated periods of distress and change is challenging for everyone. Understanding what surge capacity is, and taking steps to replenish your surge capacity, will help you lead productively and positively for your school community. WE NEED MORE LEADERS LIKE YOUYou’re here because you know that great leadership enables better teaching and learning. We’re here to help you be a great leader within your school community. For more leadership news, plus event updates and expert tips, subscribe to our mailing list. SUBSCRIBE NOW

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How to overcome complex decision fatigue

The coronavirus pandemic – and the response that has been required by the education system – is truly one of the most pressing challenges schools have faced in our time. Many school leaders are experiencing serious ‘carers’ load’ and ‘vicarious trauma’ as a result of their staff and students’ challenges.

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How to be a trauma informed leader

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Leading through disruption and into the future

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ALMOST 1 IN 2 WOMEN TEACHERS EXPERIENCE DISCRIMINATION AT THEIR SCHOOL

Important survey points to widespread biases, boys club culture and bullying.

Almost one in two women teachers in Australian schools have experienced some kind of barrier or discrimination throughout their careers, according to a new survey administered by the National Excellence in School Leadership Institute (NESLI).

The 2018 Australian Schools Gender Survey is believed to be the first of its kind in Australia, and points to consistent patterns of severe bias in hiring practices, salaries and professional development plans, a boys club culture in some schools and behavioural prejudices against women leaders within the education sector.

When asked ‘As a woman, have you ever experienced barriers or discrimination within a school (can be your current or former school)?’, 46% said yes, 39% said no and 15% were unsure.

Respondents were asked to specify what kind of barriers or discrimination they most commonly faced. They reported that women in schools are often undermined in meetings and do not get the same promotional opportunities (especially when of childbearing age), and that women leaders are sometimes seen as weak and ineffective, especially when working in boys schools.

Interestingly, survey respondents reported that these prejudicial behaviours and attitudes don’t only come from within the internal ranks of the school. Parents (particularly fathers) exhibit the same predispositions, whether it’s their preference for speaking with a male member of staff, bullying from male parents on a school council who did not recognise that a women leader was capable of understanding the finances of a school, or just a general perception from parents that women aren't as 'strong' as men and that males are better principals. Dr Janet Smith, Leader of NESLI’s 2018 Year of Women in School Leadership, has said she finds these results extremely disappointing and problematic. She commented that, “It is totally unacceptable that in 2018, nearly half of the women teachers who were surveyed have reported experiencing some form of disadvantage or discrimination because of their gender.”

The ‘Education and Training’ sector is officially ‘female-dominated’, with 70.6% of the workforce being women, finds the Workplace Gender Equality Agency. Since 1995, this is an increase of 5.2%, when females made up 65.4% of industry employees.

However, the picture is much starker when looking at the participation of women in leadership roles – particularly for schools. The Staff in Australia's Schools survey found that 80% and 58.4% of Australia’s primary and secondary school teachers are female respectively, yet only 57.5% and 41.7% of principals in each of those sectors are female.

Respondents were also asked what they think would be most helpful or supportive in addressing this issue. The most common sentiments included better support from colleagues, mentoring schemes/arrangements, leadership training and professional development and being offered more opportunities to progress.

Other ideas included allowing women to work flexibly in leadership roles and not being penalised for taking maternity leave, identification of institutionalised sexism and gender discrimination and an action plan to remedy, and developing a strong reciprocal network of female trusted leaders.

Fortunately, a more positive response was achieved when NESLI asked the survey respondents to rate their current level of personal wellbeing at work. The most common responses were ‘Good’ (46.7%), ‘Fair’ (27.31%) and ‘Excellent’ (20.7%). Only 1 in 20 respondents said that their level of wellbeing was either ‘Poor’ or ‘Very Poor’ (5.29%).

The survey was launched by NESLI as part of their 2018 Year of Women in School Leadership. The 12 month period includes a range of research activities, events and development programs to address the problems highlighted in the 2018 Australian Schools Gender Survey.

The results of the survey will be discussed further at the forthcoming Australian Schools Women’s Leadership Summit in Sydney on 18th April.

“The results of this survey have further strengthened NESLI’s commitment to this issue,” Dr Smith said. “We look forward to working with women teachers and school leaders throughout 2018, to support and inspire them and to help reduce the challenges and barriers they face.”

ALMOST 1 IN 2 WOMEN TEACHERS EXPERIENCE DISCRIMINATION AT THEIR SCHOOL​

Important survey points to widespread biases, boys club culture and bullying.

ALMOST 1 IN 2 WOMEN TEACHERS EXPERIENCE DISCRIMINATION AT THEIR SCHOOL