Publications

Publications including the Strategic Plan, Annual Reports and Position Papers

Strategic Plan

2019 – 2021 Strategic Direction

“We are on a quest to build stronger inclusive membership, with effective connection, ensuring the purpose and relevance of all undertakings for each of our members and the profession.”

— Western Australian Primary Principals’ Association Board


WAPPA Annual Reports

2019 Annual Report

“Over the last two years, I have become aware of the excellent work WAPPA is doing to support the lives of educational leaders across WA. The more I learn about your work, the more convinced I am that WAPPA has a role to play in sharing lessons from WA leaders to the rest of the world. There is much to learn from your approach and the impressive expertise and commitment of school leaders in WA. Congratulations on another successful annual conference. It was a true pleasure to participate and consider me a WAPPA fan for life!”

— by Karen Edge


2018 Annual Report

“WAPPA has continued to build a strong professional leadership arm, delivering programs for aspirants through to experienced school leaders. Delivering timely and focused Professional Learning (PL) is critical and members can be proud that WAPPA is leading in this area.

A major initiative this year has seen the appointment of a WAPPA Wellbeing Officer, supporting the work of our General Council, Support Line and President in supporting members.

Again, I am pleased to report that WAPPA has continued to grow its membership and at a time when we are developing our next strategic plan, look forward to the opportunities to expand our services to members and influence key stakeholders.”

— by Ian Anderson WAPPA President


2017 Annual Report

“This year, WAPPA has commissioned Kaya Consulting to undertake a major research project into the funding of students in Years 4 to 6. With a focus on early and sustained intervention, this paper will have implications for the future funding of primary education not only in Western Australia, but across the country. The paper will also form the basis of our response to the Department’s review of the Student Cantered Funding Model, due to take place in 2018.

I would like to make special mention of our partners for the support they provide. It is through these strategic partnerships that we are able to offer a wider range of services to our members.”

— by Ian Anderson WAPPA President


2016 Annual Report

“WAPPA has made various submissions and formal representations to the Department of Education on a range of topics including curriculum development, policy review and protecting the health and wellbeing of school leaders. In May 2016, WAPPA also made a formal submission to the Parliamentary Inquiry into Independent Public Schools.

Kaya Consulting was engaged for the first project which included three phases to formulate a comprehensive and practical blueprint which outlines what needs to happen in the Western Australian public education system over the next ten years.”

— by Stephen Breen WAPPA President (Retired)


2015 Annual Report

“WAPPA's membership remains strong with over 1100 members on our database, highlighting the strength of the Association's value proposition to support members and the profession.

The Board of Management, with input from WAPPA Chapter Chairs, has developed a clear and determined path for the next three years, and has identified four key priority areas and a number of enablers to focus our resources in order to reach our organisational objectives.”

— The WAPPA Board of Management


Reports and Position Papers

Engagement and Progress in Middle and Upper Primary Years

Executive Summary

This report has adopted an empirical and evidence based approach to how funding could be utilised moving forward. There is a strong focus on the student outputs of Achievement and Engagement. To set the context, the research shows that performance gaps are widening: both between and within schools. This creates an impetus to develop solutions that can seek to close the widening gap. Three key arguments are made:

  • Research shows that engagement clearly impacts upon achievement, and has psychological impacts for students;
  • Engagement exists within a system, which is complex and incorporates drivers such as parents and teachers,
  • Sustained, not simply early, intervention is the gold standard;

Informative Assessment: A Position Paper

What does WAPPA believe about assessment?

A number of writers have researched and defined the key principles of assessment. Some sources are listed at the end of this paper, including the School Curriculum and Standards Authority (SCSA), which oversees the implementation of curriculum in Western Australian schools. While the writings vary in their language and emphasis, there is clear agreement between them. WAPPA has examined the research and responded to concerns by its members to identify a number of assertions about assessment.


A High-Performing Public Education System: Ideas from Research

The Western Australian Primary Principals’ Association has commissioned Kaya, an Organisational Psychology firm, to facilitate a research process with local members and external stakeholders. The aim is to develop a position paper on the future of primary education in Western Australia for the next ten to twenty years. To initiate conversation about future possibilities Kaya have prepared this research paper drawing on ideas from other high performing educational systems.


A High-Performing Public Education System: What needs to happen in the Western Australian public education system over the next ten years

The Western Australian education system is currently recognised as a high-performing system. However, the Western Australian Primary Principals’ Association (WAPPA) notes that there are worrying signs that the gap between high-performing and low-performing schools and their students, is growing.

WAPPA believes that if Western Australia is to maintain its high standing in the education world we must enhance and accelerate targeted, evidenced-based educational reform over the next ten years. The change must be value-driven.


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