• Work together to develop a public statement, underpinned and motivated by the desire for true reconciliation, that recognises and acknowledges the importance of Indigenous education as the highest priority of each association.
• Recognise that it is the responsibility of all schools to work to improve the educational outcomes of Aboriginal and Torres Strait Islander Students.
• Lobby university Vice Chancellors and Deans of Education nationally in order to influence the nature of pre-service education in this regard include national Indigenous Literacy and Numeracy Strategy on the agenda of each peak association in the immediate future with the intention of progressing this matter with a range of actions.

• disseminate information on relevant issues through its publications and other media
• focus on teacher education, both pre and in-service, and
• develop partnerships with state education and health.

The Australian Secondary Principals Association

• make a public commitment to Indigenous education as a priority within the Association, working at political, professional and personal levels
• increase the focus on relevant pre and in-service education, and mentoring aspiring principal among Indigenous teachers, and
• act to access resources to meet the relevant service requirements of local school communities.

The Association of Heads of Independent Schools of Australia

• survey member schools to establish a national profile of Indigenous student enrolment and relevant programs, and establish networks between schools for support and interaction
• ask State/Territory branches to use the AHISA 'Furthering Reconciliation in Australia' declaration as a mission statement, and to encourage schools to develop action plans as a top priority with a view to reporting progress at the national conference in 2001, and
• commit itself to the concept that the education of Indigenous students is a responsibility for all schools regardless of the nature of their enrolment.

The Association of Principals of Catholic Secondary Schools in Australia

• support working across sectors to move the agenda forward
• support state forums that showcase best practice, and
• lobby appropriate bodies to encourage more inclusive approaches in pre-service education
  

Support for the national forum was significant and as a result APAPDC conducted a series of forums in each state and territory. Participation was by invitation only, with each affiliated association asked to nominate principals who were actively involved in the work of their Association.