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They say time is speeding up… whatever that means, and whoever “they” are—but by George I think they are on to something. Which also just reminds me again and for the millionth time that we just really can’t afford an “I’ll do that when…” mindset in this life. It’s the “Enjoy Every Moment” classic advice bestowed upon the younger generation by the one that came before. Right now I notice the sounds of cicadas buzzing in their summer symphony outside the window. YMCA Global Teens is a leadership development and service learning program that engages teenagers in a year-long international educational experience culminating with a summer service abroad trip.
Young Y leaders from around the world are connected with distinguished host YMCAs in the U.S. Centers serve as multilingual information resource and referral centers, and provide immigrant families with a wide array of instructional, vocational, recreational, family support, and social services. Western Australian Catholic school and system leaders must be capable of leading in three ways. Third, they must strive to create reflective, values-centered organisations through the use of genuine, collaborative dialogue. When a leader is able to move between these three ways of leading as required by real-time situations, highly-motivated, happy people and a flourishing system will be the result. Many researchers explain that traditional successors (assistant and deputy principals) are themselves an ageing group and that many avoid the principalship because of a range of disincentives associated with the role. It seems prudent, therefore, that as a system, we begin the process of identifying our future school and system leaders and forming them well as opposed to relying on our traditional “apprenticeship” model of development. Likewise, many of these beginning principals encounter a role that is far more complex than initially perceived and may witness the demise of idealistic notions when confronted with the tensions and dilemmas associated with executive-level decision making.
This cross-sectoral, competency-based leadership program targets Catholic school and CEWA administration staff interested in attaining a Certificate IV in Business or a Diploma of Management. It is anticipated that this seven-day, compulsory leadership program will target all Catholic school graduate teachers during their first two years of service. This five-day leadership program targets first-time Catholic school and CEWA leaders who feel that development of their leadership capabilities is required to enhance effectiveness.
This 17-day leadership program targets Catholic school and CEWA staff, employed in a leadership role for at least two years, who seek opportunities to further develop their leadership capabilities.
This two-year, 23-day leadership program targets staff currently employed as an assistant or deputy principal in a Catholic school or members of the CEWA employed in leadership positions who desire future appointment as the principal of a Catholic school.
This 12-day leadership program targets first-time Western Australian Catholic school principals.

This leadership program targets established principals and members of their leadership teams who seek leadership capability enrichment through one and two day Leadership Enrichment Courses (LECs). This eight day, cross-sectoral leadership program targets primary and secondary principals with a minimum of ten years of experience in at least two schools with an excellent track record of review. At present, prospective participants may apply for direct entry into the Emerging Leaders, Beginning Leaders, Established Leaders or Aspiring Principals Programs before choosing to complete the program as a stand-alone experience or applying for entry to the next program.
With regard to the development of participant leadership capabilities, it is envisaged that engagement with leadership program content and activities will assist participants to develop their capabilities in four areas: personal, professional, relational and organisational. Professional capabilities are reflected by the manner in which leaders leverage their academic qualifications, professional learning and career experiences to benefit all members of the school: staff, students, their parents and members of the broader community. Those of us with young children who have ever felt guilty or frustrated by the sweet older lady at the checkout counter who encourages us to “enjoy every moment!” with our children might do well to think of that advice slightly differently. Working within the YMCA network – with our local, national and international partners – we bring people together through our various programs: Y Global Teens, Y Global Leaders, Y-to-Y Partnerships, UN Relations, and volunteer programs. The program offers a tailored curriculum from a broad menu of professional development areas to interns and trainees for 3-12 months.
First, they must be capable of effectively managing their environmental, physical and human resources.
This way of leading is especially challenging because it requires the leader to have a deep understanding of self, the absence of the need to manipulate, a sense of wholeness, harmony and well-being produced through care, concern, appreciation of both self and others and authentic selfless concern for people. Specifically, by 2020, these statistics indicate that 57 of the current cohort of 159 principals (36%) will reach or exceed retirement age.
These disincentives include the intense nature of the role that demands leadership of the curriculum, pedagogical, financial, capital development and human resource management dimensions of the school. That is, staff moving through the ranks from teacher to a middle-level leadership position to an assistant or deputy role and, finally, principalship. This program will be piloted in 2013 and may form part of the permanent suite of Catholic Education leadership programs from January 2014. The program is designed to support the transition of graduates from university environments into the teaching profession. There are two cohorts for this program: the General cohort and the Women in Leadership (WIL) cohort. The program consists of a staged induction over the course of a principal’s first three years of service. LECs are professional learning opportunities organised by CEWA Team Leaders in consultation with the Catholic Primary Principals’ Association (CPPA), the Catholic Secondary Principals’ Association (CSPA), the Catholic Assistant Principals’ Association (CAPA) and the Catholic Secondary Deputy Principals’ Association (CSDPA). This program is due to be piloted in 2013 and will become part of the permanent suite of Catholic Education leadership programs from January 2014.

However, in the future, it will be possible for a graduate teacher to begin their leadership journey in the Early Career Teachers Program before progressing, over the course of their career, through the Emerging Leaders, Beginning Leaders, Established Leaders and Aspiring Principals Programs to the principalship. The four domains of the Leadership Framework (Catholic Identity, Community, Education and Stewardship) represent the significant action areas of Western Australian Catholic school leaders when promoting the educational mission of the Catholic Church and describe all activity that occurs within Catholic schools. Put simply, personal capabilities are defined by the capacity of a Catholic school leader to learn from personal and professional experiences, both positive and negative, and appropriately change behaviours.
Maybe the sweet older lady doesn’t really mean we should actually enjoy every moment—because that is not possible with anything—maybe instead what she is really trying to tell us is to pay attention to every moment.
I see my old cat Norman struggling to get up so he can see if we’ve refreshed his food bowl.
Since 1911, our programs have been working to build global citizens by enhancing mutual understanding, fostering the exchange of ideas, and bringing people together for peace. The retirement of members of this group in the same proportion and at the same rate as principals, in addition to those who are unwilling to apply, seriously dilutes an already dwindling aspirant pool.
Designed as a two year program, a pilot program for graduate teachers in their first year of service will be trialed throughout 2013 with a subsequent pilot for the program’s second year taking place in 2014.
After completing principal induction through the Beginning Principals Program, a principal will be able to attain further enrichment by participating in LECs that make up the Established Principals Program before eventually participating in the Experienced Principals Program. Finally, organisational capabilities refer to the capacity of a leader to understand where their school is at, where it needs to be and how to get there. Where did the past seven years go?  While on the one hand I can’t even remember a life without them, on the other hand there is NO.WAY that Dylan just said “I’m not talking to you, Mommy.”… because isn’t he just a baby?  And surely that was not Marlowe who led a group of Dylan’s friends in circle time at her very own “summer camp,”… because isn’t she still a toddler? To mark time by pausing in between the blinks and allowing the wow of right now to envelop us.
I see the Black Eyed Susans from our yard that I put in a pitcher on our table and find they are starting to wilt.
It is anticipated that the inaugural year of the program will commence in 2015 for all graduate teachers joining Catholic schools in the Archdiocese of Perth and the diocese of Bunbury and Geraldton. I’m aware of my two beautiful children sleeping upstairs, exhausted after a fun hard day of play yesterday. Of concern in this regard is a body of research concluding that the aspirant pool in many countries, including Australia, is shrinking. And before you know it, whether the ‘whens’ ever came to pass or not, the moment of opportunity has passed.

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