Strengthening DET regional relationships and support: Consultation Paper
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Strengthening DET
regional relationships
and support:
Consultation Paper
Title of the Section 1
Published by the Department of
Education and Training
Melbourne
April 2015
©State of Victoria (Department of
Education and Training) 2015
The copyright in this document is owned by the State
of Victoria (Department of Education and Training), or
in the case of some materials, by third parties (third
party materials). No part may be reproduced by any
process except in accordance with the provisions of
the Copyright Act 1968, the National Education Access
Licence for Schools (NEALS) (see below) or with
permission.
An educational institution situated in
Australia which is not conducted for profit, or
a body responsible for administering such an
institution may copy and communicate the materials,
other than third party materials, for the educational
purposes of the institution.
Authorised by the Department of Education
and Training, 2 Treasury Place, East Melbourne,
Victoria, 3002.
ISBN 978-0-7594-0793-0
This document is also available on the internet at
http://www.education.vic.gov.au/about/department/
Pages/regionalsupport.aspx
Message from the Deputy Premier
The Victorian Government has committed to establishing A strong regional presence is essential to building Victoria
Victoria as the Education State. This means creating a global as the Education State, so I have asked the department to
centre of learning and development excellence – a cohesive develop proposals for enhancing the roles of our regional
education system that relentlessly pursues the best outcomes offices, with a particular focus on how we can best support
and opportunities for every learner, regardless of their government schools. This consultation paper seeks to
background or their starting point for learning. engage with key stakeholders to determine the best roles
and supports to meet the needs of our learners, teachers,
To achieve this vision, our education system must be
education leaders, schools and providers. It is crucial that we
characterised by:
reimagine our regional presence to create a sustainable model
•• high expectations for all learners that can be fully embedded across Victoria and that provides
•• engagement of all learners in a curriculum that is deep, certainty and lasting support.
challenging and connected to their world
This paper outlines the current arrangements for regional
•• outstanding professional practice, backed by contemporary
support. It then describes the enhanced roles that regions
research, innovation and evaluation
could fulfil and the expertise regions would need to most
•• authentic relationships across all levels of the system, with
effectively support our system. The intent of this paper is to
high levels of mutual trust and respect, and
focus on how the department can revitalise its interactions
•• effective place-based support for learners and providers,
with schools, while building on the strengths of current
recognising that families and educators relate and connect
interactions with early childhood services, TAFEs and other
primarily with their local communities.
VET providers.
To build such a system, its component parts must first interact
The department is seeking feedback on these possible
with cohesion, unity and shared purpose. This includes
roles and areas of expertise from school principals and
ensuring that schools, early childhood services and vocational
the education workforce, school councils, early childhood
education and training (VET) providers have strong and
providers, TAFEs, department regional and central office staff,
effective relationships with the regional and central offices of
stakeholders, local government and interested members of
the Department of Education and Training (DET).
the education community across Victoria. The paper includes
Before we take even the first steps towards this vision, it is a number of discussion questions to assist you in structuring
clear that the current regional arrangements are not up to the your feedback.
task. Despite the best efforts of dedicated regional staff over
I encourage you to get involved in designing a strengthened
recent years, resources have simply been spread too thinly.
regional presence, one that will help Victoria to become the
The end result has been that regional offices do not have the
Education State.
resources they need to fulfil their roles and many schools have
been left with a sense of abandonment and doubt.
The Hon. James Merlino MP
Deputy Premier
Minister for Education
1 Strengthening DET regional relationships and support: Consultation Paper
Consultation Paper Overview
1. Consultation approach and design principles 3
Outlines our approach to consultation and establishes the principles by
which any options for enhanced regional supports will be assessed.
2. Current arrangements 4
Provides a brief overview of the existing departmental regional arrangements,
and a summary of stakeholder feedback on the current arrangements.
3. Enhancing the role of the department 7
To realise the vision of an Education State, we need an effective and empowered
workforce, effectively supported by regional and central offices of the department.
This section covers early thinking on areas of support that could be enhanced,
based on what our stakeholders have told us.
4. Areas of expertise 9
Identifies areas of expertise that the department believes will be important to
improving regional support for early childhood services and schools as
well as outlining some of the factors to consider in delivering these roles.
5. How our education system works together 11
Explores issues relating to the balance of support and performance management and
strengthening network arrangements.
6. What could a new department regional model look like? 12
Outlines some preliminary high level options for the regional model.
7. Next steps 14
Title of the Section 2
1 Consultation approach and
design principles
Consultation and information
collection
This consultation process is designed to engage our system
partners in the decision making processes of the department
and to help shape discussions on regional arrangements.
The information in this document is preliminary thinking and
is shared in the spirit of transparency and engagement. We
encourage feedback on all aspects of this paper and have
included prompts throughout the document to encourage an
open dialogue.
There are a range of ways to provide feedback. Further
information can be found at:
www.education.vic.gov.au/about/department/Pages/
regionalsupport.aspx
The information you provide as part of the consultation process
will be collated and stored in a secure database and will be
de-identified prior to sharing or publication. Quotes may be
used from the responses in the consultation report, but will be
summarised or not used if they identify the respondent.
In addition to written feedback, the department will engage
with targeted stakeholders through a series of forums and
conversations.
Design principles
The following principles are proposed to guide decisions on
•• A sustainable model that can provide certainty and reliable
delivering enhanced regional support.
support is paramount in any consideration of change.
•• Proposals will focus on improving the support the •• The focus for change will be on enhanced support for
department provides to all elements of the service system. schools, while seeking to build on and integrate with the
•• Changes will be consistent with the establishment of a strong and valued support for early childhood services and
unified system that will build Victoria as the Education State. VET providers in regions.
•• Where it is efficient and delivers the best outcomes, •• A diverse range of voices will be sought through the
department staff who provide direct support to schools and consultation process.
other providers should be locally based to be in a better
position to understand the local service context.
•• The department’s arrangements will be robust and flexible, Consultation questions:
1. Do the proposed design principles reflect a suitable
catering for a diverse range of needs and contexts.
approach to guiding enhanced regional support?
•• As much as possible, capabilities and resources will be
aligned to the department arrangements that best support
our system.
3 Strengthening DET regional relationships and support: Consultation Paper
2 Current arrangements
The department’s The functions of regional offices are varied and highlight the different relationships the
department has with the different sectors and partners. This includes:
regional structure •• unique responsibilities and accountability for government schools, including as
and functions system architect, core funder, employer and manager of performance
•• contract manager of some early childhood services
The department currently •• direct provider of some services, such as school nurses
•• relationship manager with a range of partners to facilitate improvements in
has four regions - outcomes, join up services and lead place-based planning to achieve longer term
North-Eastern Victoria, objectives across the education system.
North-Western Victoria, These varied roles support a strong focus on creating integrated service provision
South-Eastern Victoria that supports learners and families across the lifespan and to facilitate whole-of-
and South-Western community approaches to learning and development.
Victoria. Each region has Regional office functions are currently arranged under the following broad themes:
a metropolitan growth Child, learner and family services
corridor, a regional centre, •• deliver health, wellbeing and support services to children, young people and their
families to assist them in their learning and development. Examples of services
rural areas, and extends include school nurses, visiting teachers, early childhood intervention services
to the Victorian border. intake teams, specialist children’s services, MCH Line, Parentline, engagement
The regions are serviced officers and disability co-ordinators
•• broker and support partnerships including strategic relationships with the
by regional offices located Departments of Health and Human Services, Justice and Victoria Police along with
across Victoria. local government to assist vulnerable and at risk children and young people to
succeed
•• strengthen professional communities of practice for Allied Health workforces
including team around the learner approach for our most vulnerable learners.
Early childhood and school performance, accountability and improvement
•• monitor the performance of early childhood providers though contract and
relationship management to set high standards of performance and address under
performance where required
•• support school performance improvement based on an agreed framework of
strategic planning, reporting and review
•• lead interventions in schools requiring additional support
•• monitor principal performance and development
•• facilitate engagement between services and Koorie communities and families.
Service planning and support
•• undertake provision planning
•• coordinate emergency management
•• develop and implement community-based learning and development plans to
improve child and learner outcomes and lift social and economic outcomes
•• work with other agencies and stakeholders, including local councils, industry, other
parts of government, youth partnerships and pathways services to ensure the
learning and development system contributes to broader community, social and
economic aspirations in the regions.
Title of the Section 4
Currently, around half of all regional staff effort is focused on •• lack of real partnership between the department and schools
supporting early childhood services and programs and half •• insufficient regional capability and capacity to respond to
primarily focus on schools. and actively support schools
•• limited support for teaching and learning practices, including
There are also services delivered at a regional level to support
literacy, numeracy, behaviour management, engagement and
learner participation in the VET system. This includes support
wellbeing programs
for Learn Local organisations (community based training
•• insufficient resources for principal networks to collectively
providers), executive support for the Adult Community and
address student wellbeing, student transitions and teacher
Further Education (ACFE) Regional Councils and facilitating
capability building
engagement between TAFE and other VET providers and
•• lack of support for emergency management, critical incidents
industry to address barriers to market responsiveness,
and complaints
workforce development, participation and productivity.
•• reduced focus on facilitating collegiate professional
Stakeholder views of the development
•• over emphasis on performance monitoring instead of
current arrangements tangible support to enhance performance and effectiveness
•• reduced sense of the department’s system leadership role
There are a number of strengths in the current arrangements, and active advocacy for government schools.
including a committed and hard-working regional workforce
dedicated to improving outcomes for learners and their families. These concerns highlight a need for a greater focus on providing
The current arrangement also supports integrated approaches support when and where schools need it, creating greater
to early childhood services and school education and provides clarity about the roles of different parts of the system and where
opportunities for rural and regional services and schools to school principals and teachers can go for expertise and advice.
directly partner with metropolitan counterparts. It is important Strengthening this support is crucial to ensuring that principals
that we capture and understand the strengths of the current in particular are able to focus on their core role as educational
system and build on these where we can. leaders to be able to drive improved outcomes for their learners.
Beyond these immediate concerns, there are challenges and
It is also clear that there are particular issues and limitations
opportunities for the regional arrangements to better support
with the current arrangements that require immediate
high quality learning and development from birth and build
attention, particularly for government schools. We have had
strong pathways from learning through to employment. Greater
consistent and sustained feedback from school principals and
efforts are required to achieve our vision of a cohesive education
their representative bodies that the current regional support
system that relentlessly pursues the best outcomes for all
arrangements are insufficient to provide the range of support
learners.
required by schools and some school principals feel increasingly
isolated from the department. For the early childhood sector, we have received consistent
stakeholder feedback that there are many strengths in the
Principals have told us there are a number of challenges with relationships between regions and services and partner
the current arrangements: organisations. However, there remain opportunities to build on
•• lack of certainty regarding the level and type of support the current system by:
available from the department (regionally and centrally) •• strengthening the local partnerships between the
•• lack of understanding from the department about the nature department and local councils to better plan for and provide
of work of schools, the demands placed on principals and early years services
pressures they are under
5 Strengthening DET regional relationships and support: Consultation Paper
•• developing and sustaining partnerships and networks with
a range of local service providers to build capacity and
capability in service provision
•• enhancing how the early childhood services are integrated
into the broader education system, including supporting
transitions between services, between early childhood
services and schools and the broader supports provided to
families.
Vocational education and training providers, the ACFE Board
and industry have also told us there are a number of challenges
with the current arrangements:
•• ACFE Regional Councils have indicated that they require
more departmental support to perform their functions
of providing expertise and local knowledge about adult
education needs and advising the ACFE Board on regional
priorities
•• given the variations in industry needs in different areas of
Victoria, the need for place-based approaches is increasing,
leading to a growing demand for regional support.
As much as the focus of this paper is on strengthening regional
support to schools, we are keen to hear from stakeholders
across all sectors about how we can build on the current
strengths and capabilities to enhance the role of regions in our
system. We would also welcome views on the initial priorities
for additional functions and support for these sectors.
Consultation questions:
2. What are the strengths of the current regional support
arrangements?
3. To what extent do the concerns outlined above reflect
your experience of current regional support
arrangements?
Title of the Section 63 Enhancing the role of the department
There are clear opportunities to strengthen the way different delivering high quality education to their students.
parts of our system work in partnership to deliver our vision of
Building on this evidence, it is proposed that central and regional
the Education State. Effective partnerships require a mutual
offices could have a number of enhanced roles, which may
understanding of the roles and responsibilities of each of the
include expanding or refocusing existing functions and providing
partners. Therefore it is important that we provide greater
greater consistency in fulfilling these roles across the state. This
clarity about roles and the support available from the central
includes recognising that some of the current arrangements,
and regional offices.
such as one senior adviser to support approximately fifty
schools, is insufficient and creates unrealistic demands on staff.
How the department will While a shift in resources and expanded range of expertise
better support schools at the regional level may initially focus on schools, there may
also be opportunities for these staff to take a broader role to
There is established evidence from the highest performing
build strong understanding of local areas and develop effective
education systems that there are specific roles that should
partnerships with a range of services. Possible enhanced roles
be undertaken centrally and at a regional level that will add
are outlined below.
value to schools, and allow them to focus on their core roles in
Enhanced roles of central office Enhanced roles of regional offices
•• Set clear direction for early childhood •• Provide professional and wellbeing •• Provide expert advice on effective
services and schools and work with support for school principals school improvement approaches and
them to test, refine and monitor the •• Provide expert advice and support to contemporary teaching and learning
impact of these directions over time schools on complex issues e.g. supporting practice
•• Manage the policy and improvement learners with disabilities •• Support schools to successfully implement
cycle with real input from regions, •• Expand delivery administrative and AusVELS, the VCE and VCAL and to use
services, schools and families to management support functions that high quality assessment tools and data
ensure that policies are achievable require understanding of local context e.g. •• Support collaborative exchange between
and deliver the outcomes that are workforce management strategies schools, facilitate school networks,
intended actively share best practice and connect
•• Provide a common communication
•• Provide early childhood services channel to schools and services, schools so they can support each other
and schools with access to the communicating policy objectives and •• Work with a range of other government
high quality tools, resources and feeding back to the centre to inform policy partners and agencies and facilitate the
the latest research, and help them development linking of local services, particularly those
evaluate what works and share it that can effectively address disadvantage.
•• Provide local support to manage crisis
across the system
situations, e.g natural disasters or major •• Ensure early childhood services, schools
•• Provide effective system planning local incidents and other providers take collective
and monitoring to ensure all learners responsibility for the learners in their
have access to high quality education community
What does this mean for schools?
•• Trusted relationships with regional •• Greater support for the establishment •• A clear program of professional
staff who understand the local context and maintenance of principal/school development for every principal
and can actively support the individual networks •• Improved opportunities to influence
needs of schools •• The streamlining of administrative regional and central office policy and
•• Enhanced support for teaching and responsibilities and support for program design
learning practices, school improvement, meeting regulatory requirements,
literacy, numeracy, behaviour resulting in more time for principals
management and wellbeing programs to focus on their core role as an
educational leader
7 Strengthening DET regional relationships and support: Consultation PaperImplications for early •• the department’s role in facilitating how higher education,
TAFE and other VET providers respond to changes in industry
childhood services, VET and economic conditions at the local level
providers and other partners •• support at key transition points, from early childhood
settings into schools, between schools and from schools
into higher education, training and employment, including
There are opportunities to enhance the way we work with
increasing the number of learners in rural and regional
other key services across the education system, recognising
Victoria who complete higher education and training.
that the department has different relationships, roles and
responsibilities with different service providers.
In particular, there may be ways we can build on the strengths of Consultation questions:
4. Do you agree with the enhanced roles of the
current arrangements and the valued contributions of regional
department described above for schools? If not, what
staff to enhance:
would you change?
•• the focus on strategic relationships with local government, 5. What are the opportunities for enhanced support with
early childhood services and schools to support planning and other education and development services, such as
delivery of services for children and families early childhood services, VET providers or Learn Locals?
•• our response to disadvantage, through regions working to 6. Are there other key issues to be considered in the
design of new arrangements?
increase access and participation of vulnerable children in
services across the birth to school continuum
•• the level of support and monitoring provided for TAFE and
other VET providers and Learn Locals to ensure consistently
high quality service delivery across Victoria
Title of the Section 84 Areas of expertise
A strengthened regional presence must include better access already have considerable expertise and a history of working
for schools to expertise in a range of areas to support improved closely with early childhood services and schools across
learning outcomes for all learners. many of these areas, however we recognise that they aren’t
sufficiently resourced to do so comprehensively. Attracting and
Given the diverse needs across Victoria, we know that:
developing the right people for these types of roles is absolutely
•• some leaders and communities will require more in-depth critical. The people who provide this expertise must carry the
support than others, for example smaller and more isolated respect of early childhood services and schools and effectively
early childhood services and schools may have particular work with them in a genuine partnership to improve outcomes
needs for all learners.
•• local needs will determine whether some expert support
As part of this consultation process, we will be inviting ideas
should be permanently available within regions while other
about what additional expert support may be required, how it
expertise may be sourced on an occasional, as-needs basis.
should be delivered, as well as ideas about the relative priorities
The list below outlines the core areas of expertise that we want of any initial additional investment or phasing of supports.
to provide through regions in the future. Our regional staff
Partnership building This could include a broker to oversee local coordination of services and support to schools, alongside
and brokerage across local government and community support and services; facilitation of school networks; advocacy on
sectors behalf of schools, early childhood and other providers and communities; collaboration with local training
providers, ACFE, Local Learning and Employment Networks (LLENs), industry and employers to effect
strong transitions to work and further study.
School improvement This could include senior adviser support to develop and implement school improvement programs and
and management related within-school, network or state-level change initiatives. This may include coaching in diagnosis
of challenges, the use of high effect strategies, and how to go about effective, lasting implementation
and evaluation. This would be informed by current research about how adults learn and effective change
management processes. Intensive and sustained support could be made available for new or acting
principals, or for schools in challenging circumstances.
Curriculum, This could include specialist consultant support to work with networks, principals, school leadership
assessment and teams and classroom teachers to ensure whole-school planning and implementation of AusVELS,
pedagogy VCE and VCAL, effective teaching practice and school-based assessment processes. It could include
facilitation of curriculum connections between , early childhood providers and primary schools, local
primary and secondary schools, secondary schools and vocational education and training providers.
School operations This could include additional guidance and access to expert advice for principals regarding: undertaking
workforce change management initiatives, establishing effective relationships with school councils, OHS
and school finance issues.It could also include additional emergency management support for schools
and other services; additional support for principals and parents to work through and resolve parent
complaints; or aggregating SSSOs into regions to reduce the management burden currently experienced
by principals and networks.
Wellbeing and This could include greater assistance to support students who are vulnerable, disengaged, and those with
engagement disabilities or challenging behaviour. Mechanisms for support might include a ‘rapid response’ function to
provide immediate support to schools facing major student critical incidents and emergencies.
9 Strengthening DET regional relationships and support: Consultation PaperFactors to be considered in •• designing which supports are best funded and provided
through different system levels (the department’s central
delivering enhanced roles office, regional offices or directly through schools/services),
and expertise including identifying opportunities for economies of scale by
pooling funding at a regional or central system level
•• balancing the time and financial costs of change - ensuring
There is no doubt that changes are required to the current
that the benefits of any proposed changes in function
arrangements to help address the issues outlined in this
outweigh the costs and potential disruptions to key services
paper and to create a system that will deliver our vision for the
and supports.
Education State. However, building expertise and functions in
our regions requires consideration of a number of additional
factors, including: Consultation questions:
7. Are the areas of expertise listed above of value? Why?
•• assessing trade-offs, such as acknowledging that greater 8. Are there other areas of expertise that would be useful
investment in on the ground support will reduce any and should be considered?
additional funding that can be made available directly for 9. Of the areas listed here or the others you may have
early childhood services and schools identified, which should be prioritised for investment?
•• balancing competing priorities, recognising that highly Why?
specialist expertise cannot be consistently provided in every 10. What would be the most efficient and effective ways of
location and may only be accessible on an as-needs basis providing access to expertise for schools? How should
•• recognising the value in having a diverse range of the expertise be delivered to meet the different levels of
approaches that will suit schools and services of different need for different schools and services?
types, sizes and community contexts, while delivering this in 11. What characteristics, experience and expertise are
required of the workforce?
an affordable way
Title of the Section 105 How our education system works together
There are some areas where the role of regions is more There is, however, great variability across Victoria in terms of
contested and we need further advice from stakeholders to get the structure, geographical boundaries, role and strength of
the balance right. network arrangements.
Balancing support and performance management for It is timely to consider what is working well across the range
schools of current networks and identify opportunities to build on
these strengths and learn from previous experiences. A range
Regions have dual responsibility for providing hands-on support
of new and/or additional models for network/partnership
and interventions to guide school improvement efforts and build
arrangements could be considered. These networks could take
capability, as well as monitoring the performance of schools and
a number of different forms and fulfil a range of roles, including:
school principals.
•• mandated network/cluster arrangements for schools based
There is no doubt that school leaders have the primary
on geographical locations that provide a professional
responsibility for working with their staff and communities to
support network and create collective approaches to
achieve improved outcomes for their students. The challenge
professional development and/or school improvement
lies in identifying when and how different types of support,
•• professional networks between principals with shared interests
capability building and intervention are required to ensure all
across the state that provide collegial support and guidance
school leaders can be successful. These functions can create
•• networks between schools with similar school improvement
tensions for schools and regional staff, and it is important to
contexts or with interests in pursuing similar best practice
get the roles and responsibilities clear and the balance between
approaches, regardless of their geographical proximity
these functions right.
•• cross-government partnerships/networks – for example
Strengthening network arrangements with local government, Victoria Police and the Department of
For many schools and other providers, networks have been Health and Human Services.
instrumental in providing access to professional learning, in Kindergarten Cluster Management (KCM) brings together a
developing strong professional relationships, and in working network of community-based kindergarten services into a
collaboratively to improve outcomes. single organisation dedicated to the provision of quality early
Networks can take many forms and mean different things education services. The KCM Policy Framework is currently
to different people. They can range from informal sets of being reviewed in consultation with the early childhood sector
relationships through to highly formal governed partnerships. to strengthen the model and ensure a consistent focus on
Different network arrangements have developed over time to: outcomes for children. The model is particularly important in
supporting rural and regional kindergartens and provides a
•• coordinate services, such as the Student Support Services clear point for linkages with school networks.
Officer (SSSO) networks that oversee the delivery of a range
of supports to students who have additional needs or are at Regions could have an explicit role in facilitating the
risk of disengagement, including deploying psychologists, establishment of a range of networks, such as providing
guidance officers, speech pathologists and social workers. practical support and resourcing to ensure their ongoing
•• facilitate professional communities of practice focusing on functioning, and capturing and sharing exemplary practice. We
particular approaches to school improvement or specific are seeking feedback on the most valuable role regions can play
curriculum areas for different types of networks in different circumstances.
•• create place-based approaches to particular challenges
such as transitions from early childhood services to school, Consultation questions:
primary to secondary school and school to further education 12. What should be the balance between support and
and training, for example Linking Learning sites and the performance management within the regional arrangements?
13. What form should networks take and what role should
LLENs and ACFE Regional Councils.
they play?
14. What role should regions play in supporting networks?
11 Strengthening DET regional relationships and support: Consultation Paper6 What could a new department
regional model look like?
Our immediate focus is to ensure that regional offices are
resourced appropriately to deliver the key functions and Possible models
supports that government schools need. This includes working We have developed some preliminary models to strengthen
with regional staff, schools and stakeholders to clarify their regional services and support in Victoria. The options below are
priority areas for additional support and expertise, in the in no way definitive, but are presented to stimulate discussion
context of broader reforms that will make Victoria the Education about the optimal department regional arrangements.
State.
Model A – retain four regions but provide additional support
In particular, the Victorian Government is committed to
investigating ways to: The four-region structure has been in operation since January
2013. Perhaps the most significant benefit of this structure
•• increase the number of senior roles available to support has been greater consistency in functions, structure and
principals and schools responsibilities across all regions. The learner is the focus
•• improve the support provided to new and acting principals of regional work, no matter what age and stage, through an
•• improve access to ongoing professional learning for integrated, life-course approach. There has also been solid
principals movement towards the achievement of place-based outcomes
•• ensure a fundamental focus on enhancing teaching and and functions.
student learning.
This may include opportunities to rethink existing services However, currently there are not sufficient resources provided
and support, and re-allocate where necessary - including through this structure to meet the needs of schools and other
considerations of the best balance of specialist and generalist services across the state. As part of this option, additional
support. resources could be deployed within the existing structure to
enhance the support currently provided by the four regions.
Once these priorities are clear, it may be timely to consider For example, funds could be directed to the employment of
the most effective operational structure for delivering these additional senior regional staff and specialist support e.g. in
functions and supports. This recognises that any consideration teaching and learning, curriculum and assessment, student
of structures can only be reasonably considered once there has wellbeing and engagement.
been clear agreement regarding the core roles and functions
the regional structures are aiming to deliver. However, any Model B – expanding the number of regions
consideration of structural changes requires weighing up issues Some schools and services have expressed a desire for more
such as: regions that are geographically closer. This would create greater
•• how best to support planning and coordination of services in visibility of senior department leaders at a local level and more
geographic areas clearly recognise the different contexts of metropolitan and
•• responding to concerns regarding the lack of visibility of rural and regional areas.
senior department staff for schools A range of possible configurations for achieving this could be
•• minimising fragmentation and ensuring consistent advice explored. This includes reverting to the nine region structure
and policy across Victoria department had prior to 2013. Alternatively, some Victorian
•• the right balance of additional investment in on-the-ground government departments have previously operated through
supports compared to organisational infrastructure and a structure of eight regions or the department could pursue a
senior staff seven region structure similar to the one recently adopted by
•• the impact of disruptive changes on regional staff and the the Department of Justice and Regulation.
delivery of services
•• alignment with broader efforts to create a unified system
across early childhood services, schools and TAFE and other
VET providers through the Education State agenda.
Title of the Section 12Regardless of the expanded number of regions, each region
could then be further organised with:
Possible roles
Enhanced rolesof
of regional offices
regional offices
•• place-based and functional sub-branches (e.g. services, •• Undertake service planning and monitoring
provider performance, and engagement and planning) •• Deliver supports that are more efficiently provided at a
OR regional level e.g. administrative functions
•• place-based and sector specific sub-branches (e.g. early •• Act as a communication channel between local areas and
years, school, further education and training). the centre
•• Design policy implementation and feed back to the centre
Model C – retain four administrative regions but shift the to inform policy development
department’s primary system interface to seventeen smaller •• Establish and maintain common practice for frontline
local areas teams
•• Monitor quality assurance and accountability measures
This option incorporates seventeen areas within the four
•• Manage rapid response teams that can be deployed to
existing regions, consistent with a range of human services
manage emergencies
delivery and relationship functions including disability services,
•• Manage information and data to support improvement
public housing and youth justice. These areas would have a
strong focus on the provision of differentiated support for early
childhood services, schools and VET providers/industry and
would complement existing local, place-based arrangements Possible roles
Enhanced rolesof
of local areas
regional offices
focused on improving learner outcomes and geographical
principal networks. •• Act as key DET point of contact for schools, early childhood
providers, Learn Locals, industry and training providers
Given that this structure represents a significant shift from the
•• Provide differentiated expert advice and support to
current and previous arrangements, the following table outlines
schools and providers based on local demand
the possible distribution of roles for the four regions and the
•• Support at risk students and families to navigate across
seventeen areas: and beyond the system
•• Ensure connections to communities and create a sense of
collective responsibility for the children and young people
in a geographical area
•• Provide expert advice to address complex issues on the
ground
•• Facilitate local level capability building
•• Facilitate school networks
•• Provide feedback to the region on policy implementation
Consultation questions:
15. Which structural model - A, B or C - do you believe
would deliver against the design principles outlined
on Page 3? Why?
16. Are there other arrangements that could be
considered?
17. Are there any other comments you would like to make
regarding ways to enhance regional support?
13 Strengthening DET regional relationships and support: Consultation Paper7 Next steps
The Victorian Government has a clear vision for creating an The outcomes of the consultation process will be publicly
effective education system that delivers the best outcomes for released later this year. The Government has identified this
all learners, and supports all schools and services to be centres work as a key priority and is looking to make improvements to
of excellence. We want to work with you on how to create the the current arrangements as soon as possible and to deliver
best possible regional supports that will help make this vision of those improvements in stages if required. It is expected that
Victoria as the Education State a reality. additional support will be provided through regions from the
beginning of 2016 at the latest. The opportunities for enhanced
Between April and June 2015, we will be consulting on the range
roles, expertise and supports will depend on the priorities
of issues outlined in this paper. Facilitated discussions will be
identified through the consultation and will be subject to our
held with school principals and the education workforce, school
normal staffing and change consultation processes.
councils, early childhood and higher education providers,
stakeholders, and interested members of the community.
The feedback will be carefully considered to identify the key
priorities for action, and how we can best use our resources to
deliver better regional services.
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