The ‘Nyland Report’ (SA) and the Royal Commission into Institutional Responses to Child Sexual Abuse are released. Both reports emphasise the obligation of schools to protect their students from sexual abuse.

In December, the Royal Commission presents its final report to the Governor General, outlining the results of a 5-year inquiry into institutional responses to child sexual abuse and related matters. The final update includes statistics from the group of survivors who shared their experiences in 8,013 private sessions held between May 2013 and November 2017.

The AISSA develops guidance and provides support to member schools to fulfil their obligations.

A letter to the Nyland Royal Commission Response Unit expressing the AISSA’s unwavering commitment and advocacy to the protection of children in response to the Child Safety (Prohibited Persons) Bill 2016

The search, which began in 2011, leads the AISSA to its new site at 128 Greenhill Road, Unley, an office deemed appropriate to accommodate the needs of its staff and member schools. The Board School Resources Reference Group and its Finance Committee unanimously recommend leasing as the most prudent approach. All proceeds from the sale of 301 and 303 Unley Road are invested to support the long-term future of the AISSA.

Photos of the office construction. The AISSA will move to the new premises in 2018

In its second year, the AISSA Indigenous Secondary Students Mentor Program grows from 55 students to 112 students across 20 schools by the end of 2017.

The program uses a mixed methods mentoring approach, combining face-to-face and e-mentoring, to provide Indigenous students with tailored mentoring that meets their individual needs.

A key highlight of the program is the inaugural Kokoda Track Reconciliation Trek, where 12 students from three Independent schools (Immanuel College, Tyndale Christian School Murray Bridge and Torrens Valley Christian School) participate, along with AISSA Indigenous Student Mentor, Justin Wilkey and Reconciliation SA staff and mentors. The students demonstrate significant emotional and physical growth as they complete the challenging 103km journey in 8 days.

The 2017 Kokoda Trail Reconciliation Trek commemorates the 75th anniversary of the World War II battle against the Japanese, honouring the 11 South Australian Aboriginal and Torres Strait Islander servicemen who fought in Papua New Guinea (Photo from the National Museum of Australia website)

Jeremy Last, Torrens Valley Christian School student, and Justin Wilkey, AISSA Indigenous Secondary School Student Mentor, meet Les Arnel, a Kokoda Veteran from South Australia before the trek (Photo from Radio Adelaide, 2019)

The ChallenGE Project, developed in conjunction with Flinders University, focuses on supporting highly able learners. This 3-year project connects practitioners in schools with experts in learning and teaching, gifted education, Design Thinking and research, with ChallenGE resources available through Flinders University’s web-based online learning platform.

The project helps schools develop programs and strategies tailored to their specific context, aiming to improve outcomes for highly able learners.

A research paper on the ChallenGE Project is published in the prestigious Journal of Academics in 2021.

The ChallenGE Project Design Thinking Model (CP-DTM) (CPLT, 2016)

As a result of a thorough process of consideration by the AISSA and the Board’s strong belief in the Association and its member schools as leaders in educational best practices, the AISSA launches its new branding.

The new branding reflects the AISSA’s vision for the Independent school sector to be recognised as innovators and leaders in education.

The AISSA’s new brand is created by Martins Brand House in Norwood, SA and is applied consistently across all brand touchpoints

The AISSA High Impact School Improvement Tool (HISIT) is designed to support leaders to undertake targeted, explicit and effective school improvement processes based on research, designed to make a real difference to student learning. The HISIT contains components on Leadership, Data, Curriculum, Teaching, Collaboration, Community, Partnerships, Future School and Student Agency.

The design of the tool reflects the process of continuous school improvement, helping each school identify the area of focus based on data from the self-assessment process and consultation. It also considers what research says about this area and provides tools and strategies to support schools on their improvement journey.

The AISSA continues to develop HISIT, as member schools respond positively to the tool.

The AISSA, through funding provided as part of the Australian Government Indigenous Advancement Strategy, offers a mentoring program for First Nations secondary students in Independent schools. The program provides relevant and engaging mentoring that aims to foster social and emotional wellbeing, identity development, and positive educational outcomes. This is provided at no cost to the AISSA’s member schools and First Nations students in secondary years.

A key strength of the program is its longitudinal nature, with students able to access mentoring throughout their secondary education. The program remains flexible and contextual, responding to the needs of each student. It builds on strong partnerships between schools, students and families, and works with the pastoral care and career support already provided to First Nations students by schools.

Justin Wilkey of the Ngarrindjeri peoples is the inaugural mentor for the Indigenous Secondary Students Mentor Program, providing both individual and small group mentoring opportunities for students in Independent schools across the state, from program inception in 2015 to 2021

The AISSA launches the NAO Humanoid Robot Research Project, strengthening the Independent sector’s position as an innovator and leader in Science, Technology, Engineering and Mathematics (STEM) education best practices.

The AISSA makes a significant investment through the Centre for Excellence & Innovation in Teaching & Learning by purchasing two NAO humanoid robots, Thomas and P!NK. These robots are part of a three-year research project, in partnership with Swinburne University, Queensland University of Technology, and the University of Queensland, to explore how NAO robots impact student motivation and learning. St John’s Grammar School, St Peter’s College, Vineyard Lutheran School, St Peters Girls School, Springhead Lutheran School, St Michael’s Lutheran School and Immanuel College are the first member schools to participate in the NAO Project.

Early research findings from the NAO Humanoid Robot Research Project show promising results, including increased student engagement and deep learning, collaborative problem-solving, and persistence and resilience. The research findings are shared with the AISSA member schools and the broader education community.

NAO humanoid robots, Thomas and P!NK are built by French humanoid robotics company, Aldebaran

A user guide is provided to schools to familiarise themselves with operating and interacting with Thomas and P!NK

The Governance Conference takes place at Walford Anglican School for Girls, replacing the previous Governance Program, which focused on a series of after-school seminars throughout the year. With the theme of Best Practice Governance for Schools, this one-day professional learning event draws 70 participants.

The successful conference provides a platform for school Board Members to share expertise and network with one another. Notable keynote speakers include Professor Geoff Masters, CEO of the Australian Council for Educational Research (ACER), and former AISSA Chief Executive, Mr Garry Le Duff.

Feedback from the conference is used to enhance board performance, such as reviewing board policies and procedures, improving financial governance, and increasing awareness of key issues affecting boards.

The AISSA lodges an Application of Registration as an Employer Organisation under the Fair Work (Registered Organisations) Act 2009 in February, with the registration taking effect on 26 May 2014.

This registration is crucial given that Independent schools are considered ‘national system employers’ with industrial coverage now falling under the Fair Work Act 2009 (Cth). This recognition allows the AISSA to represent its members on industrial matters in the Fair Work Commission.