Victorian President's Report

As the term draws to a close, the demands on schools and in particular school leaders continue to intensify, reflecting the increasing complexity and urgency of whole of system requirements and associated responsibilities.

I have received numerous contact from principals, regarding the information shared at the recent Principal Forums about the Department’s priorities for 2025.  In particular it was stated that:

Replacing autonomy, adaptation, and innovation in education with rigid structures or overly prescriptive policies can stifle and undermine school improvement and student outcomes. These three elements are essential for several reasons:

1. Autonomy: School leaders and teachers need the flexibility to respond to the unique needs of their students and communities. When decision-making is centralised, schools often struggle to implement targeted interventions, address local challenges, or innovate in ways that best support their students and their needs.

    

2. Innovation: Progress in education relies on continuous improvement and new ideas. Schools and teachers need the freedom to trial, evaluate, and refine innovative strategies that enhance learning. Overly rigid structures can discourage risk-taking and limit the development of best practices that could be shared across the system.

    

3. Adaptation: The education landscape is constantly evolving due to societal, technological, and pedagogical changes. Schools must have the flexibility to adapt policies and practices to meet emerging challenges, whether it be shifts in student demographics, new curriculum demands, or advances in teaching methods. A lack of adaptability can lead to outdated approaches that no longer serve students effectively. In essence, teaching can become robotic as can the learning.

The stated approach as outlined in the Departmental priorities for 2025, risks creating a one-size-fits-all approach that fails to address the diverse needs of students and communities. Instead, a balance between accountability and professional trust should be maintained to ensure schools can thrive while meeting broader educational goals. 

Based on the significant volume of member engagement on this matter, it is evident that the expressed opinion reflects a widely shared perspective amongst school leaders.  Yet, one must ask…who bothered to ask the educators?

Today, I engaged in a discussion with senior Departmental staff on this matter to gain a deeper understanding of the Department's intent and perspective. It was acknowledged that further clarity is required regarding the Department's intentions. Ongoing engagement will be essential to ensure alignment, address any uncertainties, and facilitate a well-informed approach moving forward.