SEPLA NSW

An introduction to join SEPLA and welcome.

Who we are and why you should join us!

SEPLA (Special Education Principals' and Leaders' Association) NSW represents all special education leaders in schools and offices. Such as:

Special School Principals
Deputy Principal support/special education
Head Teacher support/special education
Assistant Principals support/special education
PEO/SEO officers at regional/state offices

No matter where you are, a support unit, hospital school, suspension centre, learning centre etc. SEPLA is for you and made up of members like you.

What we offer and how we can help!

The Special Education Principals and Leaders Association of New South Wales (SEPLA) is an organisation to provide support to all special education leaders in public schools NSW.

* Membership is available annually to all principals of SSPs (Schools for Specific Purposes).
* Associate Membership is available to all special education executive regardless of setting.
* SEPLA is a community of schools that allows all special education settings to mutually support one another.
* SEPLA is also a means by which members can advocate for the learning conditions of our students and the teaching conditions in which our teachers provide educational programs.
* SEPLA provides termly meetings, including a leader’s and teacher’s conference each year to support the needs of its members.

* An active email list server where you can access support and share practice.

How to join.

2018 Membership Application is attached at the bottom of this Flyer

Our Story

The Story of SEPLA.

http://seplansw.org.au/

The history of special education in New South Wales was filled with groups of special educators who had come together for mutual support both personal and professional and for training and development in general, but especially in curriculum development in its broadest meaning. Some of these groups were of a localised grass roots based movement that were very fluid in composition and life span. Others were initiated by State or Regional personnel. Some focussed on specific areas of special education whilst others were more generic in nature.

Background

SEPLA started as the SSP Principals’ Network, a grassroots initiated organisation. This network was a product of its time and environment. During the early and middle 1990s there were a number of factors that influenced its formation:

The integration movement was in full swing which resulted in some SSPs being closed. The enrolment criteria of some SSPs were being changed significantly whilst other SSP enrolment practices were being modified.
Special Education was establishing its own Directorate and thus was removed from Guidance.
David McRae had been commissioned by the Minister for Education and Training to investigate the inclusion of students with special needs in the regular school setting. His report was released in July, 1996.
In August 1995 the Department of School Education reformed again into a centralised system. This included special education. Preceeding that change each Region was responsible for its own practices which resulted in variations in facilities, enrolment and staffing practices between SSPs.

History

Given those influences a small number of SSP Principals in the Metropolitan West met to ascertain if there was an opportunity to influence the future of SSPs. Those Principals wanted to be involved in planning for the future.

Informal planning meetings were held to agree upon and clarify goals and strategies. The first formal meeting was held at Rowland Hassall SSP on 7th September, 1995 to assess if there was general support from SSP Principals for their own organisation and to identify issues relating to SSPs which would need to be addressed in the new centralised administration

A working party was established. One task was to recommend whether a discrete organisation be formed or whether it would be more advantageous to be an interest group within the NSW Primary Principals Association.

Objectives

The objectives of the network were to:

promote SSPs as a valued and valuable choice for student placement,
work collaboratively and consultatively with senior officers of the DSE to meet the needs of students in SSPs,
promote the concept that the DSE should utilise the expertise and experience that existed in SSPs,
promote the professional development of principals of SSPs,
facilitate networking, mentoring and collegiality between principals of SSPs.

SEPLA and our national body ASEPA

ASEPA https://asepa.schoolzineplus.com/

At a Network meeting in June, 1996 it was decided to accept an invitation to join with like members from other States to consider establishing a National Body.

The Australian Federation of Special Education Administrators (AFSEA). was formed as an outcome of the inaugural national conference of special education leaders in Adelaide in November, 1997. This name was later changed to the current ASEPA.

Our Objectives

1. To support the professional growth and leadership capacity of principals and leaders in Special Education to maximise learning outcome for students with special education needs or disabilities through

• Facilitating networking, mentoring, advocacy, welfare support, professional development and collegial networks.

• Promoting best practice and excellence in special education throughout public education.

• Providing a forum for discussion of matters of professional interest to members.

2. To give visibility to disability issues and ensure they are included in the development and implementation of all education policies, systemic changes and/or new initiatives through

• Ensuring Principals in Special Schools have an unfiltered voice and are included from the outset, in consultation and discussions along with other principals groups for all new initiatives and systemic changes that impact on students with special educational needs or disabilities and/or Special Schools.

• Representing the views of Special Education principals and leaders to the Director General, relevant interest groups and other stakeholder groups.

• Working collaboratively and consultatively with senior officers of the DEC to ensure the inclusivity of all students.

3. To acknowledge the professional leadership and expertise held by SSP principals and leaders and the unique and differing administrative structures between categories of Special School.

4. To work with other professional associations and organisations to enhance the effectiveness of learning outcome for students with special educational needs or disabilities within public education.

5. To support the affiliation with and involvement in activities of ASEPA and the ICP.