Ips consultation kit july2013revised

Authorised by Graham Moloney, General Secretary, Queensland Teachers’ Union, PO Box 1750, Milton QLD 4064, July 2013 | Page 1

Queensland Teachers’ Union

Independent Public Schools Consultation Kit

Contents

Increased school autonomy position statement ............................................................ 3

IPS consultation flowchart ............................................................................................... 4

Follow up checklist ........................................................................................................... 5

Agenda for initial union meeting ..................................................................................... 6

Local consultative committees and guidelines for small school consultative processes .......................................................................................................................... 7

Appendix 1: Workplace position on IPS communication/consultation resolutions .... 9

Appendix 2: Independent Public Schools ballot return ............................................... 10

Appendix 3: QTU IPS workplace meeting attendance ................................................. 13

Appendix 4: IPS report back sheet ................................................................................ 14

Memorandum of Agreement .......................................................................................... 15

Increased school autonomy – QTU Policy .................................................................... 16

A summary of recent research published on the topic of School Autonomy ............ 19

Questions regarding the IPS consultation kit should be directed to

Paige Bousen | [email protected] | 07 3512 9000



Increased school autonomy position statement

The Queensland Teachers’ Union is aware that the majority of educational research has not established a causal link between increased levels of school accountability and improved student learning outcomes. The QTU understands that some Queensland state schools may wish to utilise varying degrees of autonomy of school governance and accountability, as proposed in initiatives such as Independent Public Schools. The QTU supports schools that wish to exercise increased school autonomy, within the following parameters.

Schools wishing to move to models with higher degrees of school-based management and decision-making should do so only after a thorough process of consultation with and approval by the school community, including endorsement by the local consultative committee. The following outlined process should form the basis for any consultation taking place in the school.

1. Discussion with principal about whether they are considering submitting an EOI to become an IPS. 2. If the principal is considering becoming an IPS, propose a consultation strategy to be carried out in

the school. 3. After the meeting with the principal, call a meeting of all union members (QTU, United Voice and

Together) to discuss the proposed IPS consultation strategy. At the end of the meeting with all union members, hold a meeting of QTU members to consider a motion endorsing the consultation strategy.

4. If all union members endorse the strategy, meet regularly with the principal to discuss any issues or questions arising during the consultation process.

5. Request that the draft EOI form and written application be provided to all union members with QTU IPS material.

6. Before the EOI form is submitted, hold a secret ballot of all QTU members to vote on whether the school should become an Independent Public School, with other unions conducting their own.

7. If the ballots of all unions are in favour of becoming an IPS, then final endorsement by the local consultative committee should occur.

Funds that are allocated to the school for staffing must be used for the employment of staff.

Notional allocations for staffing should be used, rather than real dollar allocations to schools for staffing.

All state schools should remain a part of a continuing, viable transfer system for classroom teachers and relocation system for classified officers.

Where schools move to a model of governance incorporating school councils, the role of those councils will focus only on broad strategic direction.

The government retains responsibility for funding of specific systemic imperatives, eg. workers compensation, workplace health and safety requirements.

School decisions and actions are compliant with existing industrial agreements and conditions within certified agreements or established memoranda of agreement.

Any scheme must be the subject of negotiation and agreement between the QTU and the Department of Education, Training and Employment, and the agreement must be in an enforceable form.


IPS consultation flowchart

School:

Become acquainted with IPS materials.

EQ materials can be accessed at www.education.qld.gov.au

Discuss with principal whether they are considering submitting an

EOI to become an Independent Public School.

If yes

Discuss a proposed consultation strategy with the principal to be

carried out in the school.

After meeting with the principal, call a meeting of all union members

(QTU, United Voice and Together) to discuss the proposed

consultation strategy. At the end of the meeting, hold a meeting of

QTU members to consider a motion endorsing the consultation

strategy.

If consultation strategy endorsed

Meet regularly with the principal to discuss any issues or questions

arising during the consultation process.

Request that the draft EOI form and written application be provided

to all union members with QTU IPS material.

Before the EOI form is submitted, hold a secret ballot of all QTU

members to vote on whether the school should become and

Independent public School, with other unions conducting their own.

If the ballots of all unions are in favour of becoming an IPS, then final

endorsement by the local consultative committee should occur.

http://www.education.qld.gov.au/


.

Follow up checklist

Action Completed

1. Arrange a meeting with principal to discuss whether they are

considering submitting an EOI to become an IPS school.

2. If becoming an IPS is being considered, discuss a proposed

consultation strategy with the principal to be carried out in the school.

Part of this consultation strategy should include establishing a process

for:

raising issues, concerns and queries (mechanism of raising and

means of getting a response)

regular communication with/and updating of whole staff on

expressions of interest process and issues.

Independent Public School program expression of interest should be a

standing agenda item on the local consultative committee agenda, with

a brief to discuss any matters giving rise to workload issues or

impaction on conditions in the current certified agreement and

teachers’ award.

3. After a meeting with the principal, call a meeting of all union members

(QTU, United Voice and Together) to discuss the proposed consultation

strategy. At the end of the meeting, hold a meeting of QTU members to

consider a motion endorsing the consultation strategy.

4. If all union members endorse the strategy, meet regularly with the

principal to discuss any issues or questions arising during the

consultation process.

5. Request that the draft EOI form and written application be provided to

all union members with QTU IPS material.

6. Before the EOI form is submitted, hold a secret ballot of QTU members

to vote on whether the school should become an Independent Public

School, with other unions conducting their own.

7. If the ballots of all unions are in favour of becoming an IPS, then final

endorsement by the local consultative committee should occur.

8. Once the draft EOI form and application have been written, disseminate

to staff and send a copy to the QTU (email [email protected] or fax 3512

9050).

9. Continue to provide feedback to the QTU (email [email protected] or Fax

35129050). Contact your regional organiser if there are issues.

mailto:[email protected]



Agenda for initial union meeting

1. Attendance (Appendix 3).

2. Provide an update on IPS to all union members (each union representative may want to speak).

3. Convene a separate QTU workplace meeting to discuss endorsement of the consultation strategy

resolutions. These resolutions can be found in Appendix 1 on the IPS communication/consultation resolutions sheet.

4. Determine process of communication with QTU (i.e. through Union Rep or other designated Union

member).

5. Independent Public Schools – initial issues, concerns and queries (Appendix 4 - IPS report back sheet).

6. General business.

7. Complete the IPS report back sheet (Appendix 4) and return to the QTU – email [email protected] or fax 3512 9050)

Thank you in anticipation of your support and that of our union colleagues at your school.



Local consultative committees and guidelines for small school consultative processes

A local consultative committee (LCC) is a representative group of management and union nominees which is established to provide a forum for discussion of work related issues. The LCC should be the key consultative body within the school focusing on workers and how they do their work.

The Department of Education, Training and Employment State School Teachers’ Certified Agreement 2012 carries forward and expands on the consultative arrangements in schools established in 1995. These arrangements require the establishment of a LCC in schools with more than 20 employees, including teaching and support staff.

Smaller schools have the option of either:

establishing an LCC if that is considered to be appropriate in their situation; or

ensuring that any decisions relating to workplace reform or workers’ issues generally are made in accordance with the consultative guidelines agreed by unions and the department.

Who can be on an LCC

The Department of Education, Training and Employment State School Teachers’ Certified Agreement 2012 stipulates that membership of LCCs must comprise equal representation of management and union nominees.

The size of the LCC is not prescribed but will usually be eight (four union and four management), with the QTU having two of the union positions.

Wherever possible, union representatives should include a member of each of the three unions with representation in schools (QTU, Together and United Voice). Obviously, union nominees must be union members. The LCC must not include parents or community representatives.

Each union controls the process for selecting its own representative(s) on the LCC. Endorsed QTU Union Representatives have first choice for accepting a position on the LCC. If further QTU Representatives are required, nominations should be called and a ballot conducted of all financial QTU members at the school.

It is vital that the union nominees work cooperatively, even if some issues do not directly affect QTU members.

Where a union has no financial member wishing to nominate, that position may be filled by a member of another union, provided that the relevant union agrees. Thus, it is possible for the QTU to fill a vacancy created by another union.

After union nominees have been finalised, the principal should consult on the nomination of management nominees, with a view towards ensuring the broadest possible representation across all groups of workers in the school. It is expected that the principal will be a member of the LCC.


Management nominees and union nominees should recognise that their prime objective is to ensure that the views and concerns of all workers are brought forward and the interests of all groups are considered and protected.

Guidelines for smaller schools

The parties to the Department of Education, Training and Employment State School Teachers’ Certified Agreement 2012 were of the view that the majority of smaller schools (fewer than 20 staff) had insufficient staff numbers to sustain a formal LCC. Accordingly there is no requirement for them to establish an LCC, although they are free to do so. However it is a requirement of the agreement for these schools to follow a consultative approach to school management and workplace reform. This consultative approach might be advanced through the use of existing consultative structures or enhancement of other current consultative practices.

The parties to the agreement are committed to progressing the development and implementation of consultative mechanisms in schools which result in a more participative approach to work, management and service delivery. For this to happen, existing consultative processes need to be reviewed to ensure they are inclusive and provide opportunities for all staff to contribute their ideas about how work is best organised in the school.

As LCCs will not be established in the majority of Band 5 and 6 schools, alternative procedures for consultation will need to be developed in progressing workplace reform initiatives.

Smaller schools are encouraged to refer to the following checklist in progressing workplace reform initiatives. • Review existing committee structures so as to avoid overlap and duplication of effort.

• Pay particular attention to EEO target group members and their needs.

• When considering a workplace reform initiative, first involve and consult those staff who will be affected.

• Remember to involve non-teaching staff and ensure their views are taken into consideration.

• Remember to involve union representatives in consideration of proposals.

• Assist staff involvement by timing meetings in a way that is suitable for those with family responsibilities.

• Ensure that relevant information about departmental policies or award conditions is readily available for staff to consider.

(Source: Adapted from Workplace Reform in Schools Program Department of Education, March 1995; Clauses 3.1 – 3.3 of

the Department of Education, Training and Employment State School Teachers’ Certified Agreement 2012).


Appendix 1: Workplace position on IPS communication/consultation resolutions

(Complete and return to the QTU after your meeting with the principal. Fax 3512 9050 or

email [email protected] )

Motion Yes No Further discussion to be had

1. THAT QTU members

at…………………………………………………….. endorse the

consultation strategy to be carried out with regards

to submitting an expression of interest to become

an Independent Public School.

2. THAT before the EOI form is submitted to become an

Independent Public School, a secret ballot of all QTU

members is held on whether the school should

become an Independent Public School, with other

unions conducting their own.

School: Union Rep: Date:

Appendix 1



Appendix 2: Independent Public Schools ballot return

At the end of the Independent Public Schools consultation process, each workplace needs to conduct a ballot on whether they consider their school should submit an expression of interest to become an Independent Public School. Union Reps are then requested to tally and record the results on this ballot form, and return them to the QTU by faxing them on 3512 9050 or emailing to [email protected] Name of workplace: Date and time of meeting: Name of Union Rep/s: QTU: Number of members present at meeting: QTU:

Yes

No

Appendix 2



Independent Public Schools’ ballot paper

Should submit an expression of interest to become an Independent Public School in 2014?

Yes

No


Guidelines for conducting the meeting/ballot

1. School/workplace meetings

A meeting of all Union members should be conducted to outline the issues involved and the nature of the ballot. The meeting should be organised at a time to maximise attendance. Please note:

a Union Representative (or a nominated member) should chair the meeting;

a Union Representative should be provided with all the relevant information; and

members should vote on the resolutions by secret ballot (see ballot guidelines and ballot paper).

If you believe you need assistance in conducting the meeting and ballot, please contact your Organiser.

All members will be affected by the ballot results, therefore all financial members of the union should be given the opportunity to vote.

2. Conducting the ballot

2.1 The ballot paper is attached for reproduction. 2.2 The Union Representatives at the school/workplace, or if there is no official Representative, another

person acceptable to members, should be designated as the Assistant Returning Officer to conduct the ballot.

2.3 Each ballot paper should be signed by the Assistant Returning Officer and photocopied in sufficient quantity to provide one to each member of each of the Unions at the school/workplace. The Assistant Returning Officer should publicise the opening and closing times of the ballot. It is recommended that the ballot be opened immediately following the school/workplace meeting. In normal circumstances, where all teachers are available, the ballot should be declared open at a particular time on that day, eg. 8.30am and close at a particular time on the same day, eg. 4.00pm. If teachers are away, it may be necessary to keep the ballot open for two days. It is important that ALL Union members are given an opportunity to vote.

2.4 Please note that this is a ballot for your workplace to indicate whether union members at the school wish to submit an expression of interest to become an Independent Public School.

2.5 When the ballot is opened, immediately following the union meeting:

each member should have his/her name checked off a list of members and then be supplied with a ballot paper - remember that only financial members can vote

the Assistant Returning Officer should initial the back of each ballot paper, before he or she issues it to the person eligible to vote

each person voting should mark his/her ballot paper according to the instructions and place it in the ballot box provided by the Assistant Returning Officer

any voter who declares a ballot paper “spoilt” may obtain a replacement ballot paper by returning the spoilt ballot paper to the Assistant Returning Officer

the Assistant Returning Office should declare the ballot closed when the time stipulated for the ballot has expired

the Assistant Returning Officer should notify the principal of the ballot results for their information.

the Assistant Returning Officer should email the results of the ballot to [email protected] or fax 3512 9050

If a list of QTU/United Voice/Together members eligible to vote is required, please contact your local organiser for the relevant union.



Appendix 3: QTU IPS workplace meeting attendance

School: Union Representative: Date:

NAME SIGNATURE

Apologies:

Appendix 3


Appendix 4: IPS report back sheet

…………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….. School: Union Representative: Date:

Appendix 4


Memorandum of Agreement




Increased school autonomy – QTU Policy

(from QTU Educational Leaders 2013 – 2015 Policy and QTU Funding and Organisation of Education 2013 – 2015 Policy)

The Queensland Teachers' Union is aware of the majority of educational research that has not established a causal link between increased levels of school accountability and improved student learning outcomes.

However, the Queensland Teachers' Union also understands that some Queensland public schools may wish to utilise varying degrees of autonomy of school governance and accountability, as manifest in initiatives such as Independent Public Schools.

The QTU recognises the failure of school autonomy schemes in New Zealand, Victoria, WA, the United States and other jurisdictions to deliver any improvement in the quality of education. Indeed, autonomous public schools can create:

A two tiered public system that concentrates students from disadvantaged backgrounds in the same school

Unacceptable accountability measures for teachers

Precarious industrial conditions

In Queensland autonomous public schools may significantly undermine the transfer system and consequently the integrity of public education in rural areas.

The Queensland Teachers' Union supports schools wishing to exercise increased school autonomy within the following parameters:

schools wishing to move to models of higher degrees of school-based management and decision-

making, do so only after a thorough process of consultation with and approval by the school community,

including endorsement by the Local Consultative Committee

school funds that are allocated to the school for staffing must be used for the employment of staff

notional allocations for staffing should be used rather than real dollar allocations to schools for staffing

all state schools should remain a part of a continuing viable transfer system for classroom teachers and

relocation system for classified officers

where schools move to a model of governance incorporating school councils, the role of those councils

will focus only on broad strategic direction

the government retains responsibility for funding of specific systemic imperatives eg. workers

compensation, workplace health and safety requirements

school decision and actions are compliant with existing industrial agreements and conditions within

certified agreement or established memoranda of agreement

Any scheme must be the subject of negotiation and agreement between the QTU and the department,

and the agreement must be in an enforceable form.


A summary of recent research published on the topic of School Autonomy

As the Australian Education Union states in the research report titled “Devolution and Education”, devolution in the context of education goes under many names. They include:

school/site-based decision making/management school/site-based autonomy self-managing schools autonomy for local schools decentralised/site-based management.

We are also starting to hear the terms Independent Public Schools, Charter Schools and Academies when discussing this theoretical shift in thinking with regards to education. Summarising this shift, the AEU says:

“essentially it concerns the distribution of power and funding between governments and schools and structural changes in the governance, management and financing of schools.”1

1. The Australian Education Union has produced a research report titled "Devolution and Education".1 This research report was written in May 2012 and provides a comprehensive overview of the impact of devolution on schools.

The main focus of this report is on devolution policies within Australia, but there is a section which examines international research.

Throughout this report, links are provided to further readings on school autonomy and devolution.

2. "The Curtin Report"2 provides an examination of Western Australia’s Independent Public Schools, which were initiated in 2010. Along with this examination of the Western Australian initiative, there is also a section titled “Lessons from Australia and around the world”. This provides an analysis of:

Schools of the Future in Victoria

Academy Schools: The UK Experience

Charter Schools: The US Experience.

This report provides a comprehensive list of references that the reader can access if they wish to do further reading on the topic of devolution and self-managing schools.

1 Devolution and Education, research paper written by the Australian Education Union, May 2012.

http://www.aeufederal.org.au/Publications/2012/Devandeducation.pdf 2 Fitzgerald, S and Rainnie, A. Putting the Public First, An examination of the implications of the 2009 EAC

Report, Part Two, report commissioned by UnionsWA, July 2011. http://www.qtu.asn.au/ips-curtin-report-

july2011


3. Enacting the Independent Public Schools program in Western Australia3 Abstract reads:

“This paper argues that the Independent Public Schools program in Western Australia devolves a number of responsibilities to principals and is part of the political objective of removing the constraints of the education bureaucracy by fostering school level decision-making, problem-solving and innovation. This paper argues that IPS can be understood as an instance of ‘advanced liberal government’. It then explores the enactment of IPS in a Western Australian high school. The paper suggests that while IPS was designed to empower principals from the constraints of the Department of Education, and principals are taking up the flexibilities offered by the program, some principals may be experiencing a lack of support and resources that imposes constraints in their capacity to innovate and problem-solve.”

While the initial part of the paper is very theoretical, it is useful in that it provides an understanding of why there is such a current focus on autonomy and devolution in schools. The section which explores the enactment of IPS in a Western Australia high school is very insightful.

Again the paper provides a comprehensive list of resources for the reader to pursue if they wish to read further.

4. The AEU Australian Educator, Winter 2013 edition 4 provided a series of articles examining the privatisation of public schooling around the world. These articles explain that privatisation comes in many forms but one model that is spreading around the world is the charter school concept.

These articles discuss the effects of charter schools in the US as well as similar moves in the UK and New Zealand.

5. Focusing on the learner: Charting a way forward for Australian Education5 This paper argues that teaching is far from simplistic but is rather a complex, challenging, clinical practice profession that requires high calibre individuals. It outlines a way forward that has the potential to make a significant impact on the learning outcomes of all young Australians, focusing on the issues that matter: teachers and teaching.6 There are two important concepts that underpin this paper, and they are clinical teaching and student growth.

3 Gobby, B. (2013). Enacting the Independent Public Schools program in Western Australia. Issues in Educational Research, 23(1), 19-34. http://www.iier.org.au/iier23/gobby.html 4 Australian Educator, Volume 18, Winter 2013, Australian Education Union, 2013.

http://www.aeufederal.org.au/Publications/AE/AEissues.html 5 Melbourne Graduate School of Education, Focusing on the learner: Charting a way forward for Australian

Education, 2013. 6 Melbourne Graduate School of Education, Focusing on the learner: Charting a way forward for Australian

Education, 2013, p5.


In the introduction, this paper focuses on “what does not work”. Of the three points that it focuses on, school autonomy is one.

“There is a belief that by locating responsibility at the local level there will be incentives to improve the quality and accountability of each school. However arguments in favour of autonomy ignore that Australia already has high levels of autonomy in our system, and this has not addressed many of the issues our schools face. Indeed, for some schools the biggest problem is the autonomy of individual teachers – who should instead be working collaboratively with colleagues”7.

The paper makes a number of recommendations on:

pre-service education

professional development

professional leadership

professional governance.

6. The myth of markets in school education8 This data-based report analyses school competition and illustrates the reality that relying on markets is not the best way to improve student learning in school education, and states that by focusing on autonomy Australia and other countries are using the wrong strategy. The report does analyse schools in Queensland, but also looks at data from a national and international basis as well.

“Two decades ago the Schools of the Future policy started Victoria’s march to high school autonomy. Autonomy over staffing increased and schools gained control over 93 per cent of the state’s education budget to spend on what they needed. In 1998, the self-governing schools program gave some schools even greater powers. The program was subsequently ended but Victoria remains one of the world’s most autonomous systems. Despite this, Victoria’s performance on national and international assessments is not significantly different from NSW, where autonomy is much lower. Scores in NAPLAN follow similar trends. In PISA 2009, NSW outperformed Victoria in reading literacy and the states scored equally in mathematical literacy.”9

While there is a lot of data in this report it certainly worth the read in terms of looking at school competition, autonomy and student results. There are many references listed for people who wish to do further reading.

7 Melbourne Graduate School of Education, Focusing on the learner: Charting a way forward for Australian

Education, 2013, p9.

http://education.unimelb.edu.au/news_and_activities/projects/focus_on_learners_education_experts_to_gover

nment/ 8 Jensen, B, GRATTAN Institute, The myth of markets in school education. July 2013

http://grattan.edu.au/publications/reports/post/the-myth-of-markets-in-school-education/ 9 Jensen, B, GRATTAN Institute, The myth of markets in school education. July 2013, p25.


Justine Ferrari's newspaper report in The Australian, July 11, 2013 provides a good overview of the report.

http://www.theaustralian.com.au/national-affairs/education/school-autonomy-push-has-failed-to-lift-student-standards-report/story-fn59nlz9-1226677601894

7. School autonomy is not the success claimed10 This paper looks at the various models for increasing school autonomy used around the world, and states that: "The claim that giving schools greater responsibility for budgets and hiring teachers will improve student achievement” is repudiated by the latest results from the OECD’s Programme for International Student Assessment (PISA). The findings on school autonomy and student achievement are contained in a report published by the OECD titled 'PISA 2009 Results: What Makes a School Successful? – Resources, Policies and Practices (Volume IV)' {OECD 2010]."11 Trevor Cobbold does use evidence to support his conclusions and provides a wide range of references. Another report published by the Save Our Schools organisation on the topic of school autonomy is "School autonomy fails to increase student achievement and undermines collaboration between schools".12

8. Evaluation of the Independent Public Schools initiative final report13

This report states the authors' belief that the Independent Public Schools initiative in Western Australia, while still in its early phase and not without challenges, has set the scene for school improvement. The paper suggests that the initiative has been embraced by most principals and has had a significant impact across a range of areas within schools and the broader system14

The Australian Education Union believes that a reading of the report shows that the positives have been overstated, are largely subjective and not borne out by actual evidence, and that the ultimate benefits of IPS are "down the track", and only if certain things play out in ways that the evaluation team are hopeful they might do. 15

10 Cobbold, T, School Autonomy is Not the Success Claimed, Written for Save Our Schools organisation, June 2012, http://saveourschools.com.au 11Cobbold, T, School Autonomy is Not the Success Claimed, Written for Save Our Schools organisation, June 2012, p8, http://saveourschools.com.au 12 School Autonomy Fails to Increase Student Achievement and Undermines Collaboration between Schools : A Submission to the Australian Senate Education Committee Inquiry on Teaching and Learning, published by Save Our Schools organisation, January 2013. http://saveourschools.com.au 13

Melbourne Graduate School of Education, Evaluation of the Independent Public Schools Initiative Final Report, commissioned

by the Department of Education, Western Australia, 2013. 14 Melbourne Graduate School of Education, Evaluation of the Independent Public Schools Initiative Final Report, commissioned by the Department of Education, Western Australia, 2013, p10. 15 Devereaux, J, Australian Education Union response to the Evaluation of the Independent Public Schools Initiative Final Report, AEU, 2013, p1.



http://saveourschools.com.au/




References

Australian Education Union ( May 2012), Devolution and Education.

http://www.aeufederal.org.au/Publications/2012/Devandeducation.pdf

Australian Education Union ( 2013), Australian Educator Journal , Volume 18, Winter 2013.

http://www.aeufederal.org.au/Publications/AE/AEissues.html

Cobbold, T, (2012) School Autonomy is Not the Success Claimed, Written for Save Our Schools organisation

http://saveourschools.com.au

Fitzgerald,S and Rainnie,(2011) Putting the Public First, An examination of the implications of the 2009 EAC Report, Part Two, report commissioned by UnionsWA

http://www.qtu.asn.au/ips-curtin-report-july2011

Gobby, B. (2013). Enacting the Independent Public Schools program in Western Australia, Issues in Educational Research, 23(1), 19-34.

http://www.iier.org.au/iier23/gobby.html

Jensen, B, (2013) The myth of markets in school education. published by the Grattan Institute

http://grattan.edu.au/publications/reports/post/the-myth-of-markets-in-school-education

Melbourne Graduate School of Education, (2013) Focusing on the learner: Charting a way forward for Australian Education

http://education.unimelb.edu.au/news_and_activities/projects/focus_on_learners_education_experts_to_government/

Melbourne Graduate School of Education,(2013) Evaluation of the Independent Public Schools Initiative Final Report, commissioned by the Department of Education, Western Australia.

http://www.det.wa.edu.au/detcms/independent-public-schools/binary-files/evaluation-of-the-independent-public-schools-initiative-full-report.en?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-14084054 Melbourne Graduate School of Education (2013), Evaluation of the Independent Public Schools Initiative Final Report, commissioned by the Department of Education, Western Australia.

http://www.det.wa.edu.au/detcms/independent-public-schools/binary-files/evaluation-of-the-independent-public-schools-initiative-full-report.en?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-14084054

Devereaux, J, (2013) Australian Education Union response to the Evaluation of the Independent Public Schools Initiative Final Report.

http://www.aeufederal.org.au/Publications/2012/Devandeducation.pdf

http://www.aeufederal.org.au/Publications/AE/AEissues.html


http://www.qtu.asn.au/ips-curtin-report-july2011

http://www.iier.org.au/iier23/gobby.html

http://grattan.edu.au/publications/reports/post/the-myth-of-markets-in-school-education







Ips consultation kit july2013revised

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