Taking environmental water requirements and climate change into account in the designation and management of protected areas for floodplain ecosystems

In 2005, the Victorian government asked the Victorian Environmental Assessment Council (VEAC) to 1) identify and evaluate the extent, condition, values, management, resources and uses of riverine red gum forests and associated fauna, wetlands, floodplain ecosystems and vegetation communities in northern Victoria; and 2) make recommendations relating to the conservation, protection and ecological sustainable use of public land. The design of a comprehensive, adequate and representative (CAR) reserve system was a key part of the recommendations made by VEAC. In order to assist in the decision-making for environmental water allocation for protected areas and other public land, a process for identifying flood-dependent natural values on the Victorian floodplains of the River Murray and its tributaries was developed.

Although some areas such as the Barmah forest are very well known, there have been few comprehensive inventories of important natural values along the Murray floodplains. For this project, VEAC sought out and compiled data on flood requirements (natural flood frequency, critical interval between floods, minimum duration of floods) for all flood-dependent ecological vegetation classes (EVCs) and threatened species along the Goulburn, Ovens, King and Murray Rivers in Victoria. The project did not include the Kerang Lakes and floodplains of the Avoca, Loddon and Campaspe Rivers. 186 threatened species and 110 EVCs (covering 224,247 ha) were identified as flood-dependent and therefore at risk from insufficient flooding.

Past environmental water allocations have targeted a variety of different natural assets (e.g. stressed red gum trees, colonial nesting waterbirds, various fish species), but consideration of the water requirements of the full suite of floodplain ecosystems and significant species has been limited. By considering the water requirements of the full range of natural assets, the effectiveness of water delivery for biodiversity can be maximised. This approach highlights the species and ecosystems most in need of water and builds on the icon sites approach to view the Murray floodplains as an interconnected system. This project also identified for the first time the flood-frequency and duration requirements for the full suite of floodplain ecosystems and significant species.

This project is the most comprehensive identification of water requirements for natural values on the floodplain to date, and is able to be used immediately to guide prioritisation of environmental watering. As more information on floodplain EVCs and species becomes available, the water requirements and distribution of values can be refined by ecologists and land and water managers. That is, the project is intended as the start of an adaptive process allowing for the incorporation of monitoring and feedback over time. The project makes it possible to transparently and easily communicate the extent to which manipulated or natural flows benefit various natural values. Quantitative and visual outputs such as maps will enable environmental managers and the public to easily see which values do and do not receive water (see http://www.veac.vic.gov.au/riverredgumfinal.htm for further details).

Leadership and learning across small rural schools

Educational leadership in Australia has undergone dramatic change over the past two decades, becoming increasingly complex as globalisation has profoundly affected and influenced schools and schooling.

Mentoring in the leading across effective small schools program : the perspectives of 'critical friends'

In this chapter, I refer to the reflections of Wendy Graham and Carolyn Scott who were ‘critical friends’ or mentors working alongside school leaders in the Leading across Effective Small Schools (LAESS) program. As recently retired principals of small rural schools, the mentors offered support, encouragement and advice to LAESS participants in order to enhance collegial cross-school improvement and develop leadership skills. These perspectives provide another important dimension to this book, because a mentor or critical friend can be more objective and see the bigger picture more clearly. Mentors are removed from day-today school life, yet importantly these mentors have ‘insider’ or situated knowledge about small rural school contexts and leadership which assists current school leaders to reflect on their practice and grow as leaders. The chapter also draws on comments from mentors, which emerged in independent formal evaluations of the LAESS program conducted by Carol Oakley.