Incorporated Association Of Registered Teachers Of Victoria
Business Services in Melbourne

CST is committed to education and educators in the interests of young people’s learning 21st century learning. At the center of our work is the promotion of excellence in teaching and school and system leadership. CST strives to precede educational thinking and practice and operates across the dimensions of policy, research and practice and through inter pectoral, interstate and international connections. The scope, nature and direction of CST's labor is focused on meeting the needs of the profession in a fast temporary local, national and international environment for learning. Through CST’s services, activities and resources we strengthen and exaggerate the connections needed to promote excellence in the profession of teaching and school leadership. Aims of the Association are: to operate as a not for earnings organization addressing the interests of education by promoting and enhancing the status and interests of the teaching profession, and by informing, influencing and supporting the work of the profession providing a range of services, activities and resources to confront professional needs. CST's work highlights connections between educational practice, research and policy between independent, Catholic and government educators between local, State, national and international levels of activity and between the teaching profession, education agencies and policy makers. Vic restrict notes how in the medical world diagnosis leads to prescription and treatment by contrast, he argues, system leadership in education tends to go straight to prescription, without first diagnosing the problem, contextualized to the individual experience of each school. Unsurprisingly, the generic cure works for some, but not all. Drawing on examples of what works in lofty achieving schools, he argues that system leaders need to shift the focus away from providing generic answers for schools to questions they may not have, towards informing the solutions that schools can themselves prescribe for the specific ailments they diagnose. That, he comments, is the difference between building capacity in the school and taking it away.