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2012 National Partnerships Schools’ Forum
Margery EvansCEO, AITSL
~ Leadership for Learning ~
Introducing AITSL
AITSL works with the education community to:
Set and maintain standards for excellence in teaching and school leadership
Lead and influence excellence in teaching and school leadership
Support and recognise excellence in teaching and school leadership.
21st Century
21st century school leaders are:
Great collaborators and orchestrators
Great synthesizers
Great explainers
Great versatilists
Great personalisers
Great localisersAndreas Schleicher
Education Policy Advisor, OECD
“The role of the principal of a school in the 21st Century is one of the most rewarding and significant undertaken by any person in our society. Principals help to create the future. Principals are responsible and accountable for the development of children and young people so that they can become ‘successful learners, confident creative individuals and active informed citizens’.
They believe in the power of education to make a difference to the lives of individuals and society now and in the future.”
National Professional Standard for Principals
.
Crucial Role of the Principal
How prepared are you?
Leadership for 21st Century Learning
‘Leadership for learning: What have we learned from 30 years of empirical research’
Philip Hallinger, July 2010
A Model of Leadership for Learning
Philip Hallinger, 2010
National Professional Standard for Principals
July 2011
Research base
Leadership must be contextual, learning-centred and responsive to the diverse nature of Australian schools
The practices and competencies of leaders evolve as leaders move through their careers
Leadership is distributed amongst members of school teams
New models of leadership are emerging within and beyond the school with a focus on system leadership
A small handful of personal qualities and skills explain a high proportion of the variation in leadership effectiveness
What is the Standard?
The Standard is a public statement which sets out what Principals are expected to know, understand and do
It is represented as an integrated model
The Standard aims to:
• define the role and unify the profession nationally
• describe professional practice in a common language
• make explicit the role of quality school leadership in raising standards for the 21st Century
Making a difference
The Standard captures the crucial elements of a principal’s role in:
raising student achievement
ensuring equity and excellence
creating a school where quality teaching and learning thrive
meeting the needs of the community
helping to shape the wider education system
Vision and
values
Knowledge and
understanding
Personal qualities,
social and interpersonal
skills
Professionalpractices
Leading teaching and learning
Developing self and others
Leading improvement, innovation and change
Leading the management of the school
Engaging and working with the community
High quality learning, teaching
and schooling
The standard for principals : The role in action
Leadership requirements
Successful learners, confident creative
individuals and active informed citizens*
Context: School, sector, community: socio-economic, geographic: and education
systems at local, regional, national and global levels
Excellence in school leadership
Model of professional practice
Using the Standard
As a tool for self reflection
To direct your own professional learning
To coach middle and senior managers
To communicate your role to the School Council/Board, staff, parents and students and in school publications
As a framework for problem solving and strategic planning
‘The School Principal as leader: Guiding Schools to Better Teaching and Learning’
A profile in leadership: Dewey Hensley
The Wallace Foundation, January 2012
1. Effect size of leadership actions
2. Creating a successful learning culture
3. Moments of truth
Translation to action: 3 prompts
Effect size of leadership actions on learning
Effect size of leadership actions on learning
1. Support and participation in the professional learning of staff
2. Setting goals and expectations
3. Planning, coordinating and evaluating teaching and the curriculum
Robinson and colleagues, 2008
Creating a successful learning culture
A successful learning culture
Continuous improvement = collegiality, experimentation, knowledge base
Satisfaction = recognition, celebration, humour, traditions
Commitment = high expectations, protecting the important, support, trust
Collective efficacy = involvement, communicationSaphier and King, 1985
“The message about what really counts within the organisation is delivered, demonstrated, pointed out and emphasised by the leader’s moments of truth and how well these moments are orchestrated.”
J Kouzes & B PosnerThe Leadership Challenge
Moments of Truth
Moments of truth in your leadership
How do you spend your time?
What questions do you ask?
How do you react to critical incidents?
What do you reward?
In summary
The challenge
The research
The standard
The impact
The culture
The behaviours
Thank you
Questions?