SAPPA Strategic Priority Groups
SAPPA Strategic Priority Groups are sub-committees of the SAPPA Board comprised of SAPPA members who meet to discuss topics aligned to the SAPPA Strategic Intent.
SAPPA Strategic Priorities
Priority groups review and discuss priorities identified in the SAPPA Strategic Priorities, making recommendations to the SAPPA Board.
Meetings are held twice per term over a two-year tenure and the SAPPA President attends each meeting.
Access information about the 2026 priority groups in the below menu:
Priority 1: Strengthening Band B Leadership Roles and Sustainability
Convenors (Board Members)
Josh, Kel, John
WHY THIS MATTERS
Band B leaders play a critical role in primary schools, yet many report unclear role expectations, increasing workload and limited sustainability. Without clarity and support, these vital leadership positions become unsustainable.
SAPPA’S ROLE
SAPPA will represent the professional perspectives of Band B leaders and advocate for clearer role design and sustainable system settings. Where matters intersect with industrial settings, SAPPA works alongside the Department, the Minister and the AEU to ensure Band B leadership perspectives are understood.
WHAT SAPPA WILL DO
- Consult with Band B leaders to understand role pressures and sustainability risks
- Develop clear, evidence-informed position statements
- Advocate with system decision-makers on role clarity and leadership sustainability
- Support professional connection and leadership confidence among Band B leaders
Priority 2: Influencing System Reform Where It Most Affects Primary Schools
Convenors (Board Members)
Gail, Julie R, Julie M, Ngari
WHY THIS MATTERS
Major system reforms often land most heavily in primary schools, regardless of where they are designed. Primary school perspectives must be visible and credible in policy development to ensure reforms work in practice.
SAPPA’S ROLE
SAPPA will ensure primary school perspectives are visible and credible in policy development and reform, engaging members to inform positions and developing Board-endorsed statements for constructive advocacy.
FOCUS AREAS
- Inclusive education and support settings
- Early childhood and preschool reform
- Curriculum change affecting primary schools
- Constructive engagement with system leaders and clear communication to members
Priority 3: Advocating for Realistic Resourcing, Workload and Leadership Density
Convenors (Board Members)
Luke, Kristian, David, Tyson
WHY THIS MATTERS
Primary leaders are carrying increasing workload without consistent access to administrative and leadership support. System settings must better align expectations, resourcing and leadership capacity.
SAPPA’S ROLE
SAPPA will advocate for system settings that better align expectations, resourcing and leadership capacity in primary schools, using evidence and member voice to highlight pressures.
WHAT SAPPA WILL DO
- Use evidence and member voice to highlight workload pressures
- Advocate for leadership density and administrative support
- Engage in system conversations on resourcing and workforce design
Priority 4: Strengthening Connection, Wellbeing and Leadership Capability
Convenors (Board Members)
Bri, Iain, Rachel, Adam
WHY THIS MATTERS
Leadership sustainability depends on connection, confidence and capability, particularly for new, isolated and regional leaders. Professional support and networks are essential.
SAPPA’S ROLE
SAPPA will provide connection and professional support that complements system provision, with particular focus on supporting new and regional leaders.
WHAT SAPPA WILL DO
- Strengthen regional and metro leadership networks
- Enhance opportunities for peer connection and mentoring
- Maintain a visible focus on leader wellbeing
• Contribute to leadership capability conversations
