Reference Groups
SAPPA Reference Groups are sub-committees of the SAPPA Board comprised of SAPPA members who meet to discuss topics aligned to the SAPPA Strategic Plan
SAPPA Vision 2022 - 2023
Strategic Plan 2023
Reference Groups review and discuss priorities identified in the Strategic Plan, making recommendations to the SAPPA Board.
Meetings are held twice per term over a two-year tenure and the SAPPA President attends each meeting.
Curriculum, Pedagogy and Innovation
Convenors (Board Members)
Brenton Robins, Marg Clark, Barb Jenkins, Marie-Louise Adams
Key Issues to include:
- Implementation of AC & resource support from DECD
- Curriculum support for leaders
- Assessment & moderation
- Current research
- Quality teaching
Human Resources and Resourcing Achievements
Convenors (Board Members)
Josh Anderson, John Ianunnzio, Julie Murphy
Key Issues to include:
- Staffing
- Understanding & implementing EB
- ICSEA/IoD
- Teacher Performance
- Managing unsatisfactory performance
- Leadership density
- Leadership classification
- Improvements to VSP
- Funding Parity
- Transparency of funding
Leaders’ Professional Learning
Convenors (Board Members)
Gail Evans, Terena Pope
Key Issues to include:
- Needs analysis & identification of emerging trends
- Links with SASPA and DECD
- Mentoring for new principals
- Coaching for all leaders
- Advocacy of relevant learning opportunities through SAIEL
Wellbeing and Efficiency
Convenors (Board Members)
Dominica Thomson, Tobias O’Connor
Key Issues to include:
- Focus on proactive approach as well as reactive
- Advocate for and provide quality, succinct and timely information for members
- Continually gather feedback from members about issues affecting their wellbeing
- Collaborate with DECD to address supportive strategies for leaders
Inclusive Education
Convenors (Board Members)
Catherine O’Dea
Key Issues to include:
- Advocate for support for leaders to implement one plan
- Work with DfE in resourcing the associated workload of catering for needs of students
- Influence the processes and practices around accessing services of support
- Work with DfE in developing sustainable effective pathways for students by: increasing current special options and developing new options for alternative schooling
