EXAMPLE 4 Australian Capital
EXAMPLE 10 Queensland
Department of Education and the Arts Standards framework for School Leaders (1998) (Being revised currently) Six key leadership roles. The roles are expanded by 24 best practice (knowledge, skills and behaviours) competencies and 12 personal performance competencies (characteristics of leaders over time and situations).
Key Leadership Roles:
Leadership in Education
Active at all levels is based on ethical practice and occurs within the context of the strategic plan. It encompasses scanning and interpreting the environment to secure a dynamic vision for the future. Leaders work with others to influence personal and organisational values, to promote continuous learning and improved outcomes and to enhance commitment and support within the education community.
Management
Involves the optimal use of human, financial, physical, information and technology resources to achieve agreed goals. Issues of equity and transparency in the allocation of, and access to, resources are key management concerns. Effective management is a participative process which values the contribution of people.
People and Partnerships
Trusting relationships and productive partnerships are built on, and maintained through, effective personal and interpersonal skills, astute communication and effective networks
Change
Shaping change involves the creation and maintenance of a learning organisation. Understanding one’s own and others’ responses to change enhances the ability to manage changing situations. Professional development and training facilitates the effective management of changing situations.
Outcomes
Achieving learning outcomes requires interpretation of curriculum framework, implementation of effective teaching and learning practices for ALL students, evaluation of performance, and collection and interpretation of data to report on student achievements. Achieving service outcomes requires the
interpretation of systemic policy, identification of client needs, and implementation of effective standards.
Accountability
Being personally accountable for the outcomes of one’s own performance and that of the school/work unit. Accountability requires that: all activity promotes the best interests of
student/clients; results achieved are the best possible; practices are fair and equitable; outcomes are reported and used to inform the new direction.
EXAMPLE 11
South Australia
Leaders Learning Framework (2004) Developed through the South Australian Centre for Leaders in Education (SACLE).
Five propositions and five
dimensions accompanied by three or four indicators meaning and evidence of performance within the dimension.
Five dimensions of leadership learning: Learning Centred Leadership
• Personal development for leadership • Self-awareness, well-being and resilience • Leadership characteristics and qualities
Leading Learning and Teaching
• Improving learning outcomes
• Enhancing effective learning and teaching • Analysing data for improvement • Curriculum review and reform
Leading Strategic Resource Management
• Linking resources to learning improvement • Knowledge management and business systems • Risk analysis and management
• Tools and processes for resource management
Leading a Quality Organisation
• Building learning communities • Designing preferred futures • Governance and accountability • Legal and policy frameworks
Leading and Working with Others
• Ethics and leadership principles • Building a culture of collaboration
• Communication and developing relationships • Personnel management
http://www.sacle.edu.au/leaderframework.html
EXAMPLE 12
Tasmanian Department of Education and Training (DE&T, TAS)
A new leadership framework is under development and will be implemented from 2006.
EXAMPLE 13
Victorian Department of Education & Training (DE&T VIC)
Six standards as identified in the Department’s “Principal Class Performance and Development Guide” (last up- dated March 2005, Appendix 1, p. 14)
DE&T has commenced work in a web-based resource The Pathways in Professional Learning for principals and teachers to reflect on their practice and career development needs. The framework is based on Sergiovanni Leadership Domains and Hay Leadership Capabilities.
Standards of Professional Practice have been developed through the Victorian Institute of Teaching. These apply to all registered teachers: including school principals in Victoria and across all sectors.
Performance Standards: Accountability
Meet specified school accountability requirements to ensure responsible and responsive management.
Curriculum
Articulate an educational vision for the school and work with the school community to translate this into goals and priorities that result in continuous improvement in literacy, numeracy and overall student performance.
Environment
Model high level inter-personal skills and establish and maintain a positive, caring and safe environment and codes of practice which support effective learning, cooperative behaviour and continuous improvement in student participation and retention
Staff Management
Demonstrate high quality leadership and human resource management in motivating, supporting, challenging and developing staff to maximise the contribution of each individual to improving standards of teaching and learning.
Resources Management
Demonstrate high quality management and organisational skills by ensuring that the resource management, finance, organization and
administration of the school support the achievement of the school’s goals and priorities.
Community Building
Engage the school in building and maintaining relationships and networks with other schools, education providers and community agencies and demonstrate contribution to a professional culture of collegiality, peer interaction, continuous learning and commitment to excellence.
DE&T Performance and Development webpage: http://www.eduweb.vic.gov.au/hrweb/workm/perfor m/pmgmntTS.htm
EXAMPLE 14
Western Australian Leadership Centre
Performance Standards for School Principals. The standards form part of a
Leadership Framework which guides all professional learning offerings in the Centre’s career-based
professional learning model. An Australian Research Council (ARC) grant funded a collaborative approach between the Leadership Centre (represented by the Department of Education and Training, WA, professional associations and AEU) and Edit Cowan and Murdoch Universities to investigate and pilot the development of standards.
The Framework considers the characteristics of school leaders and how these link to standards of performance facilitating self-reflection leading to improved student
outcomes. Five competency / duty areas are the sites for determining the quality of the performance standards through eight interpersonal skill (e.g. collaborative) and moral disposition (e.g. fairness) attributes.
The standards are based on a set of 56 narrative accounts, or short case stories, describing a particular incident that a school leader has dealt with at a school. Each story has been classified against a set of eight attributes considered by school leaders to be most important to performing at a high level.
Performance Standards for School Principals:
The attributes cover what research shows to be the key personal characteristics that leaders need to demonstrate in decision- making, discussions and actions.
Leaders are: • Fair • Supportive • Collaborative • Decisive • Flexible • Tactful • Innovative • Persistent
The competency/ duty areas of school leadership in which the attributes will be exercised are:
• Policy and Direction • Teaching and Learning • Staff
• Partnerships • Resources
Performance Standards for School Principals: http://isp.ecu.edu.au/ssl/index.php
Leadership Framework: