www.holyfamily.catholic.edu.auHoly Family reverted to an R-6 school in In 2018.Our community has been instrumental in establishing an ELC on the campus which opened in 2019 for children 6 months to 5 years of age. The school has capacity for 820 students in the school and 80 children at any one time in the ELC. Holy Family has a focus on Catholic Identity, Ecology and Pedagogy. Holy Family signed a memorandum of understanding with the University of Adelaide in 2019. This includes a cohort of staff members undertaking a Masters in Education Course in-house in the school. Holy Family also works closely with UNISA hosting large numbers of pre-service teachers and is formalising a relationship with the Australian Council of Educational Research in 2020 and beyond. Holy Family has established a Fish Farm for Barramundi and a range of species linked hydroponically to garden beds. We also have almond, nectarine, orange and olive orchards. Holy Family has applied Learning Emergence/CLARA language to enable students to measure and describe their own learning. CLARA is designed by Ruth Deakin-Crick (Bristol University). Holy Family embraces the values of Positive Relationships, Sharing and Support.Holy Family also embraces the theory and practice of Cognitive Coaching and has invested in the training of 40 staff in this approach. Holy Family is an Apple Distinguished School 2019-2021 and both the Principal and the Deputy Principal are Apple Distinguished Educators acknowledging our work in the innovative use of technology for our learners to access and share their learning. Holy Family is profoundly influenced educators of Reggio Emilia in northern Italy. Their work has guided our re-imagining of Childhood in which we see children as powerful, competent citizens from birth. We extrapolate this belief to be inclusive of all our staff, families and colleagues.

I was engaged by the Director of Catholic Education to examine the use of learning technologies across the sector. I collected data from all schools R-12 and compiled a report using a multivariate analysis of the data collected. The report identified the key drivers involved in ensuring that learning technologies were used effectively in schools. Further, the report provided a detailed analysis of the role of leadership in facilitating change opportunities when educators have adequate access to learning technologies. The report described the extent to which the rollout of learning technologies was planned and resourced and the origin of that planning together with the source of the funding. Excellent data was gathered about the nature of the deployment of learning technologies and the pedalogical inferences which may be drawn rom these decisions. The report provided a number of key recommendations for the strategic support of the use of learning technologies most of which were not implemented.

Principal of the Catholic School on the four school Campus which also included two Government schools Spence and Heysen and a Uniting Church school,Pilgrim. The schools shared facilities such as the Gymnasium, Library and Kindergarten and conducted Campus programs in LOTE (Spanish and Mandarin, Physical Education and Music. Each school contributed to the employment of these Specialist Teachers.The total enrolment was 1350 students. Apart from acting as the Principal of our individual schools the Principals acted as Campus Principal on a rotational basis.

In my time at St Francis De Sales I also established an Auditory -Verbal Program for Hearing Impaired Children. The primary students in this Unit were integrated in mainstream classes at St Francis in the afternoons and the secondary students were integrated into St Aloysius College in the afternoons.