PIP

Principal Internship Program

Leadership Reflec�ons & Assessment Tasks

(Performances of Understanding)

When What Complet-

ed

Prior to 7th

June

Program pre-work

• iLead 360° Survey

• Genos EQ Survey

• Contact with Host Principal

Yes

Yes

Yes

June 7th

– 8th

Host Principal and Intern Prepara�on Work-

shops of the PIP

Yes

July 16th

– De-

cember 21st

Placement in Host Principal’s school Yes

August 3rd

Workshop #1 of the PIP Yes

August 13th

–

December

21st

On-line collegiate group tutorials Yes

September 7th


September

21st

Leadership Credo submi1ed for assessment Yes

October 5th

Feedback on par�cipa�on in on-line tutorial

groups

Yes

October 26th


November

30th

Workshop #4 of the PIP

Performances of Understanding submi1ed for

assessment

Yes

December 8th

Reflec�on on final presenta�on emailed to tu-

tor

December

17th

Feedback on Leadership Challenge, Self-

evalua�on essay, Log of experiences and Final

presenta�on reflec�on

Principal Internship Program Schedule of Elements


iLead 360 Survey

Genos EQ Survey

iLEAD 360 Survey—Feedback

Technical Leadership

Level 3—Leaders use an understanding of the school's context, including the school's readiness for change, to de-

cide how and when to implement improvement ini�a�ves. They develop processes to monitor progress towards

achieving school goals and priori�es. They analyse the use of resources in rela�on to student learning and establish

performance measures to assess the impact of these resources on priori�es. When seCng expecta�ons for perfor-

mance and behaviour, they engage the school community in the development of protocols.

Human Leadership

Level 4—Leaders establish collec�ve responsibility for monitoring all aspects of the school that contribute to a just

and secure environment. They monitor and evaluate the effec�veness of interven�ons designed to cater for indi-

vidual needs and develop shared responsibility for improving student outcomes. The school community is engaged

in the development of protocols for decision making and collec�ve responsibility for decisions made is promoted.

Leaders delegate authority to others to undertake specific ac�vi�es and design strategies and processes that sup-

port leadership development. They maintain an environment where all members of the school community feel

accepted and valued.

Educa�onal Leadership

Level 3—Leaders design learning, teaching and management interac�ons based on how people learn and support

the applica�on of learning theories in classroom prac�ce. School prac�ces are monitored to ensure alignment of

curriculum, pedagogy, assessment and repor�ng with goals for student learning. They design a curriculum that is

responsive to system changes and to changes in the student cohort. Leaders manage staff performance and devel-

opment to improve student outcomes and monitor the extent to which feedback informs professional learning.

Opportuni�es for reflec�on are incorporated in a range of forums.

Symbolic Leadership

Level 2—Leaders demonstrate a commitment to learning and growth by acknowledging the importance of their

own learning and that of others. They structure opportuni�es for feedback to improve their emo�onal awareness.

They demonstrate the importance of taking responsibility for one's own wellbeing including accessing informa�on

and services to support their wellbeing and that of others. The links between processes and school goals are made

clear to all members of the school community and they explain the basis on which decisions are made. They en-

courage staff to read research material. Collabora�ve processes are established to support professional learning

and enable individuals to learn from each other.

Cultural Leadership

Level 3—Leaders make public and reinforce the rela�onship between the school vision, goals and improvement

strategies and use a range of approaches to secure the commitment of others. They use the school's customs and

tradi�ons to enhance student connectedness to the school. Processes are established for families and carers to

par�cipate in whole-school decision making. They formally recognise and acknowledge the achievements of indi-

viduals and teams. They form partnerships with other organisa�ons to expand learning and teaching opportuni�es

and work with stakeholders for the benefit of the school community. They seek opportuni�es to share their

knowledge and exper�se within and beyond their school.

Genos EQ Survey & Result

Opportuni�es for Improvement:

Being aware of your nega�ve feelings.

Being aware of how you feel about issues.

Being aware of how your feelings influence your general behavior at

work.

Recognizing how people feel about work issues.

Recognizing what mo�vates people at work.

Recognizing when people's emo�onal reac�ons are inappropriate

Expressing how you feel about work issues.

Providing people with posi�ve feedback.

Expressing how you feel to the right people.

Considering factors other than technical informa�on when solving

problems.

Communica�ng decisions in a way that captures people's a1en�on.

Considering how people may react when you talk with them about

decisions.

Moving on quickly when things anger you.

Exploring the causes of things that upset you.

Doing things that make you feel posi�ve.

Helping people to feel differently about disappoin�ng situa�ons.

Helping people to find effec�ve ways of responding to events that

upset them.

Helping people to overcome nega�ve feelings and to feel more posi-

�ve.

Being pa�ent when things don't get done as planned.

Holding back your ini�al reac�on when something upsets you.

Remaining focused on work when you are feeling anxious.

Strengths

Being aware of your tone of voice when communica�ng with peo-

ple.

Being aware of things that upset you at work.

Being aware of how your feelings influence the way you interact

with people.

Understanding what makes people feel valued.

Demonstra�ng that you understand people's feelings.

Recognizing what makes people feel sa�sfied.

Expressing your posi�ve feelings appropriately.

Expressing how you feel at the appropriate �me.

Effec�vely expressing how you feel when someone upsets you.

Communica�ng decisions appropriately to stakeholders.

Asking people how they feel about different solu�ons when solving

problems.

Balancing technical informa�on with your own feelings when mak-

ing decisions.

Responding appropriately when people frustrate you.

Demonstra�ng posi�ve moods and emo�ons.

Responding appropriately when events frustrate you.

Crea�ng a posi�ve overall working environment for people.

Effec�vely demonstra�ng empathy to people.

Mo�va�ng people to achieve work-related goals.

Behaving appropriately when angry.

Controlling your temper.

Demonstra�ng excitement appropriately.


Principal Performance & Development Plan

SMART Goal Checklist

The following checklist can help in ensuring that you have set SMART goals as

part of your Principal Performance and Development Plan. It is also a useful

checklist for your Leadership Challenge.

Ques�on Yes / No

Is the goal clearly future oriented? Yes

Is the goal realis�c? Yes

Will the goal be challenging for you?

(That is, a stretch goal, not a maintenance goal)

Yes

Is this a goal that will significantly help you grow in one or more Yes

Will this goal require you to make a personal investment of �me, energy Yes

Will this goal contribute to my growth as an educa�onal leader? Yes

Does this goal require construc�ve feedback and possibly challenging Yes

Is the goal achievable within the �meframe of this rela�onship? Yes

Will you feel a sense of pride and sa�sfac�on in accomplishing this goal? Yes

Is this goal in your best personal/professional interest and the best Yes

Performance & Development Plan:

To be submi1ed to Vicki Rennick for review.


Assessment Task 1

Log of Experiences

Professional leadership Areas of Leadership

New experiences

and perspec�ves

New possibili�es in your beliefs and behaviours Which area of Leadership

does this relate to?

Having a Leadership

Coach

Use of Surveys

SSS Mee�ngs

Ac�ng Prin/Co-Prin

Parent Rela�onships

Staff Mee�ngs

Parent Requests

New experience: A great idea which models lifelong learning and that everyone

on staff can con�nuously strive to improve themselves.

New ac�on/belief: Learnt many strategies which I will try out at various

mee�ngs. Will also try to u�lize leadership coaches at my future schools.

New experience: Comple�ng and analyzing various surveys as part of the Lead-

ership Team. Eg iLead, Moral Intelligences etc). Results are then discussed as a

group during mee�ngs. This allows everyone to get to know each others’ beliefs

and strengths, and plays a part in the role we can perform within the leadership

group.

New ac�on/belief: A good way to start leadership mee�ngs – could also be

used on a whole staff level. Will find and u�lize more of these in the future.

New experience: Involved with up to 6 Principals and RO staff to implement SSS

coordina�on at school. Involved with mee�ng discussions and have taken

minutes

New ac�ons/beliefs: A good environment to watch and listen carefully to a

variety of Principals. I have taken note of their various leadership styles and

gleamed what I can learn from each. Is also important for networking and

geCng to know other Prins, and forge professional rela�onships into the future.

New experiences: On days that Karen has been absent (conferences, illness

mee�ngs etc) I have been in the Principal posi�on or Co-Principal posi�on at the

school.

New ac�ons/beliefs: It took close to a term for staff to feel as though they

could come to me with ques�ons. A steady building of trust is necessary with

staff to enable a greater working rela�onship.

New experiences: For example, morning tea aPer assembly with parents.

New ac�ons/beliefs: U�lise a variety of strategies to engage with parent com-

munity. This allows you to get to know the parents be1er and make the school

an invi�ng place. It also opens up the opportunity to communicate.

New experiences: Staff mee�ngs are not a new experience, but they can be run

in different ways. For example, a different staff member chairs the mee�ng

each week, another provides a 5 min ‘reflec�on ac�vity’ to begin the mee�ng.

New ac�ons/beliefs: Staff mee�ngs don’t have to be boring! Establish a

mee�ng protocol, s�ck to a mee�ng �me (without going over) and make sure

everyone has input.

New experiences: Have a short �me frame for parent requests for following

year’s grade/classes etc. Consider carefully a nd respecSully, but do what is best

for all students

New ac�ons/beliefs: Communicate regularly with parents the expecta�ons and

process involved.

Educa�onal & Symbolic

Human & Cultural

Technical

Technical & Cultural

Human & Symbolic

Educa�onal & Cultural

Human & Symbolic

Focus on teaching and learning Areas of Leadership

New experiences and per-

spec�ves



New Science /History

AusVELS planning – Inquiry

Learning

Organising staff to run pd

(AusVELS)

New experiences: Reviewing previous units of work and re-

aligning them to new curriculum.

New ac�ons/beliefs: Make sure all staff feel involved in the

process, allow all to have their say so there is some owner-

ship moving forward.

New experiences: Coaching selected staff to run pd

New ac�ons/beliefs: Choosing appropriate staff and working

with them, covering release �me etc.

Educa�onal

Human, Educa�onal

Purposeful teaching Areas of Leadership


spec�ves



Start-up program

New experiences: Done in each classroom from P-6 for 30

mins each morning. Aim is to provide a fun, relaxed learning

environment in which all children can par�cipate.

New ac�ons/beliefs: When doing a program like this, make

sure all staff feel empowered to be involved and that there is

a clear direc�on for the purposes and goals of the program,

as well as reflec�on and review of its processes and out-

comes.

Educa�onal

Shared vision and goals Areas of Leadership


spec�ves



AusVELS – trial implementa-

�on

Coaching staff for AusVELS

PD

New experiences: Being involved with introducing this to

whole staff. Am involved in planning, running staff pd, work-

ing with units to achieve a whole school understanding and

direc�on. Also consult with leadership group and an external

cri�cal friend.

New ac�ons/beliefs: A new area for all schools and staff –

being involved with this will assist me with knowledge and

implementa�on at any school I am at in thefuture.

New experiences: Working with a range of staff to organize ,

plan and run a pd session with several workshops for rest of

staff.

New ac�ons/beliefs: Guide, but let staff find their own way

as much as possible.

Educa�onal

Educa�onal & Human

High expecta�ons of all learners Areas of Leadership


spec�ves



‘Fun & Games’ – rewards for

behaviour

New experiences: A mul�-year level grouping ac�vity done

each Friday fortnight for those who have played well in the

yard. Students sign up for an ac�vity. Prin is involved in taking

a group too.

New ac�ons/beliefs: Whole school approach. Focus is on posi-

�ve reinforcement of good behavior with rewards.

Cultural

Accountability


spec�ves



Principal’s folders and tem-

plates for student behavior

and parent issues.

Policies

Professional Development

Student Mapping Tool

Use of external agencies

To-do booklet

New experiences: Karens’ paperwork is very thorough. Every-

thing is recorded, documented and followed-up.

New ac�ons/beliefs: Need to be very organized and have a

system in place that works efficiently. Also have a clear line of

ac�on to follow for student management.

New experiences: Many more policies than I had imagined! It

is an ongoing process working on them.

New ac�ons/beliefs: Important to keep them all up-to-date.

Work on several at a �me. U�lise units/staff groups to contrib-

ute to relevant ones. Also use some from the sample ones

given from DEECD, just adapt to suit the school.

New experiences: Went to ‘Dollars & Sense’ and ‘Workforce

Budge�ng’ PD sessions. I found these extremely interes�ng

and now have a greater understanding of how the background

of a school runs.

New ac�ons/beliefs: Schools need to be managed carefully

and effec�vely. There is a very useful planning template to

u�lize, as well as support personnel to call upon.

New experience: SeCng up and using student mapping tool

New ac�on/beliefs: A useful tool that can encompass many

school admin and curric areas—worth exploring further.

New experience: Contact and u�lisa�on of external agencies

for support

New ac�on/beliefs: Learn process on how to contact, com-

municate, follow-up, implement strategies

New experience: Host Prin has a ‘To-do’ booklet which she

keeps in her bag. Is handy at all �mes. Not on computer as it’s

not always accessible. Colours in squares when achieved.

New ac�on/beliefs: Principals have a lot of things going on at

all �mes in many different areas. I will make a to-do booklet

also, instead of using s�cky notes.

Human

Technical

Technical

Technical

Technical & Human

Technical & Symbolic

Learning Communi�es


spec�ves



A1ending RD/Principal

mee�ngs, cluster mee�ngs,

VPA mee�ngs, etc.

Prospec�ve Parents

School Council

New experiences: A1ended Principal mee�ngs and mixed

with other Prins. I could observe their different styles of lead-

ership.

New ac�ons/beliefs: An involved Principal works closely with

other Prins in the area. Good for networking and collegiate

support.

New experiences: Prospec�ve parents meet with Prin, discuss

school programs, students, strengths, walk around school.

Also Prep Orienta�on Day—how it is run, organised , process-

es

New ac�ons/beliefs: Got insight into how to ‘sell’ school and

see what is important to parents when looking at a new

school. Prep Day—Parent morning tea aPer drop –off , remove

them from room! Principal presence important.

New experiences: First one was very interes�ng. I took

minutes and listened intently. Prin had done a lot of back-

ground planning, but (inten�onally) didn’t have a major part in

the mee�ng.

New ac�ons/beliefs: Get a good school council president! Prin

works closely with this person and can get a lot of things done

with their assistance. Many sub-groups and commi1ees

spread the load.

Symbolic

Human & Symbolic

Human & Educa�onal

S�mula�ng and secure learning environment Areas of Leadership


spec�ves



Working with students

Respect Survey

New experiences:Various days/events/ac�vi�es eg. Junior

School Congress, Deba�ng, Movie making, Maths groups, Start

-up �me

New ac�ons/beliefs: Prin needs to be involved with as much

as possible

New experiences: Host Prin visits 3/4s and 5/6s students and

conducts ‘respect’ surveys. Collates results and follows-up

with any issues. Good behavior students get a cer�ficate.

New belief/ac�ons: A good way to keep on top of classroom/

playground issues which a Prin may not normally get to see

otherwise. Students also realize that Prin is watching out and

following up.

Human

Human & Symbolic


Assessment Task 2

Leadership Credo

My Leadership CredoMy Leadership CredoMy Leadership CredoMy Leadership Credo Each and every day, as a Leader:

I will do what is right for myself and for others - because I believe I that good

things happen to people who do good things.

I will spend less (me talking and more (me listening to others, whether it be

staff, students or parents.

I will demonstrate pa(ence and quality in my work, and create a posi(ve envi-

ronment to build a trus(ng working rela(onship with the staff and school com-

munity.

I will have high expecta(ons of myself, and of staff and students, and I will live

up to these values and principles and con(nue towards the goals and direc(on

of our school.

I will lead with the main focus of doing what is best for our students and their

learning.

I will communicate a vision of the school regularly, and inspire and empower

others to achieve and to make the school a be-er place.

I will ins(ll a sense of loyalty, enthusiasm and pride in our school.

I will be proac(ve rather than reac(ve and will further develop the leadership

skills of everyone in the school.

I will be organized and thorough.

I will be visible, approachable and responsive and do my best at all (mes, and I

will have fun!

And I will remember:

If there is anyone

Whose day I could brighten

Whose load I could lighten

Whose spirits I could heighten

Then I will.

Leadership Credo—Feedback

Ma1hew, you ar�culate a clear and concise state-

ment in rela�on to your values and beliefs, offering a

student-centred, educa�on focus which also involves

the wider school community. I love the opening

"Each and every day as a leader:"

In keeping your statements short and succinct you

have an easily iden�fiable framework for the way in

which you will live out your vision and influence

though your leadership.

Well done.

Wendy Graham


Assessment Task 3

Leadership Challenge

FrameworkforDevelopingyourLeadershipChallenge

SA&IF (School Strategic Plan and Annual Implementa�on Plan) goal:

To con�nue to foster the achievement of high-quality student learning outcomes and achieve consistent learning growth throughout the school in discipline based and inter-disciplinary areas.

Con�nue to build teacher capacity to enhance student learning.

Possible gaps to explore (between espoused prac�ces and those in-use)

Possible Gap #1:

Implementa�on of AusVELS curriculum in Literacy & Numeracy across the school

Possible Gap #2:

Incorpora�ng Science & History AusVELS into the school’s Inquiry Units.

Evidence: (Data that informed the development of this strategic goal – eg School Self-evalua�on, School Reviewer report, NAPLAN data, ACtudes to School data etc)

There is currently no prior data rela�ng to this area as it is in its introductory stage. Back-ground informa�on on its development and implementa�on can be found on the AusVELS and ACARA websites.

h1p://ausvels.vcaa.vic.edu.au/

h1p://www.australiancurriculum.edu.au/

Problem of prac�ce:

Introduc�on of AusVELS: Providing staff with a solid background and knowledge of the new AusVELS curriculum, leading into the new Australian Curriculum. As this is a new ar-ea for all schools, it is vital that all staff understand the requirements, terminology and processes associated with its introduc�on.

Science & History – (Term 3 focus): Current Inquiry units are very SOSE based and envi-ronment-based. Incorpora�ng Science & History means reviewing all Integrated Studies across the school (along with associated camps, excursions, guest speakers, resources) and working together as a staff to coordinate resourcing new Inquiry Units , as well as look at �ming and skills/strategies of teachers.

Literacy & Numeracy – (Term 4 focus): Familiarise ourselves with AusVELS website and look at modera�on examples and assessment for Literacy and Numeracy. Create/update our whole school Literacy and Numeracy provision plans.

Dra< Theory of Ac�on:

If we provide our staff with adequate support, professional learning and knowledge

about the F-10 AUSVELS and Australian Curriculum Framework,

then that will enable our school and teachers to develop personalised learning pathways

for all students in 2013 and into the future .

Check Point #1: What theories or research may you need to inves�gate to inform your

ac�on plan? (This might include, for example, reviewing case studies and research from

within Victoria, Australia or interna(onally, looking at the latest research in meta-

cogni(ve theory etc)

Research implementa�on methods currently happening at other schools

Finding suitable resources to assist with staff PD sessions

U�lising a variety of tools and strategies to inform staff about AusVELS and Australian

Curriculum, in a manner that suits individual learning needs of staff (keeping in mind the

coaching strategies introduced during our Leadership Coaching sessions, as well as the

current research done as part of the school’s leadership project).

Keeping up-to-date with latest government, AusVELS and ACARA informa�on.

Check Point #2: Is the proposed problem of prac�ce:

Focused on in-

struc�on: the

core work of

the school

Yes

Focused on im-

provement

Yes

Ac�onable

Yes

High level

Yes

Important

Yes

Leadership Challenge Ac�on Plan:

Key ac�ons

Including key people who can assist or who need to be engaged for the problem of

prac�ce to be addressed:

Note: (right click on link and choose ‘open hyperlink’).

◊ Iden�fy Leadership Challenge to fit in with school needs (Karen B & Vicki) (See Strate-

gic Plan & Annual Implementa�on Plan)

◊ Refer to current Leadership Project to see where my Leadership Challenge will fit in

◊ Curriculum Day on Inquiry process (Lyn Wa1s)

◊ Introduce staff to AusVELS website and structure (Lachlan Day)

◊ Review and create a whole school year planner for Inquiry units – how do we incorpo-

rate Science & History (whole staff)

◊ Review and update school’s Science & History curriculum policies.

◊ Liaise with Ac�on Research Project group to keep project on track (Cri�cal Friend –

Tamara Downey, & Lachlan)

◊ U�lise Leadership Coach to inform key strategies and �meline implementa�on of

school Leadership project (Brian Burgess)

◊ Find appropriate Aust Curric resources to support planning and implementa�on of new

units of work, including samples from website, teacher reference books and online digital

content.

◊ Create a whole school Inquiry Planning Template.

◊ Plan & Implement a trial unit of work in each grade area in term 4, using the Inquiry

planning template and following the AusVELS Curriculum structure and resources.

◊ Further Inves�gate AusVELS website with whole staff. Coach 4 team members to deliv-

er AusVELS PD to rest of staff. Assist with crea�ng workshop resources (millionaire game

& AusVELS webquest)

◊ Review PD in student learning teams—what was successful? Next steps...

◊ Review term 4 trial Science units across the school. (whole staff)

◊ Assist in prepara�on and planning for further units for 2013. (whole staff & Units)

◊ Develop and update Literacy & Numeracy Provision Plans for whole school

◊ Create Literacy & Numeracy ‘I Can Statements’ checklists for whole school assessment.

LeadershipChallengeAssessmentRubric

Level 1 Level 2 Level 3

Problem of Prac�ce

Ini�al Problem of

Prac�ce iden�fied.

Some tes�ng of the

ini�al problem of

prac�ce evident with-

some suppor�ng evi-

dence (eg data) provid-

ed.

Problem of prac�ce

clearly focused on in-

struc�on.

Thorough tes�ng of the ini�al problem

of prac�ce evident with a range of

suppor�ng evidence (eg data, research

findings, theory) verified.

Ini�al problem of prac�ce clearly fo-

cused on instruc�on AND drawn from

an improvement strategy.

Reaffirmed Problem of Prac�ce reflects

a whole-school perspec�ve

Theory of Ac�on

Demonstrates ini�al

thinking about the

causal rela�onship*

underpinning the

Theory of Ac�on.

Able to clearly make the

causal link between the

Theory of Ac�on if…

then… statement.

Possible gap between

espoused and in-use

prac�ces clearly iden�-

fied.

Wri1en in a way that enables the The-

ory to be proved as false (ie empirically

falsifiable) **.

Possible gap between espoused and in-use prac�ces clearly iden�fied AND linked explicitly with the Host school SA&IF.

Ac�on Plan

Iden�fied some

high level ac�ons

that could be taken

to implement the

Leadership Chal-

lenge.

A few changes in

prac�ces and be-

haviour that have

to occur/ would be

likely to occur are

iden�fied.

Iden�fied a set of de-

tailed ac�ons and

�meframes that could

be taken to implement

the Leadership Chal-

lenge

Some changes in prac�c-

es and behaviour that

have to occur/ would be

likely to occur for both

self and others are iden-

�fied.

Developed a thorough, targeted ac�on

plan with clearly described, observable

achievement milestones.

A comprehensive set of actual or ex-

pected changes in prac�ce and behav-

iours for self and others are explicitly

iden�fied.

Ac�on plan acknowledge the human

side of change with clearly iden�fied

ac�ons described to engage key stake-

holders and to work with or minimise

resistance.

A clear evalua�on strategy is iden�fied featuring summa�ve as well as forma-�ve assessment.

Leadership Challenge

What has this Intern done par�cularly well?

Self:

I have really enjoyed the prac�cal curriculum side of this project. I have worked with a wide range of

people and teams, and I we have achieved a lot in such a short �me. My coaching experience helped out

a lot here, especially when working with other teachers. The work we completed in AusVELS was enthu-

sias�cally received by teachers and is already being trialed across the school. It is an area I now feel we

have laid a solid groundwork and which will con�nue on next year. We have done whole-school plan-

ning, unit planning and some assessment work as well. This has been supported by several PD sessions,

and the purchasing of resources. It has been rewarding to have been instrumental in all of these pro-

cesses and I have received posi�ve feedback from staff. It is with a sense of achievement and pride that I

can finish at this school at the end of the year and be able to leave something that will be useful,

prac�cal and ongoing.

Host Principal:

I have really appreciated Ma1’s teamwork skills. To complete his project he has needed to work with a

variety of people including our Student Learning Leading Teacher, cri�cal friends, our Leadership Team

coach and the rest of the staff in the Student Learning Team. He has worked collabora�vely, with good

communica�on to ensure the success of the project. I feel a real strength of the implementa�on of the

project was allowing four staff members to become the experts and deliver the AusVELS professional

learning workshops. This gave real ownership to the team and greatly supported the development of

exper�se across the school.

Silent Partners:

What sugges�ons can you make to this Intern as he con�nues to work on their

leadership journey?

Self:

I need to make sure that all staff members feel as though they have been part of the process and have

some sense of ownership to the project. Make sure all opinions and points have been listened to and

considered. I would have liked greater evalua�on and feedback of the project towards the end of this

year’s work, but have been restricted by lack of �me available at school.

Host Principal:

Remember all your coaching exper�se… It can take longer and be a circuitous route, but it is always best

when the teachers make the journey to the point you are trying to get them to. Does that make

sense? It can be easy to jump in and direct, but this can lead to short-term (not long-term) results.

Silent Partners:


Assessment Task 4

Collegiate Tutorial Groups

Assessment Task #4: Collegiate Tutorial Groups

I ac�vely par�cipated in all forums run by our online collegiate group.

I facilitated one week (see below) and also ini�ated several other threads and

conversa�ons.

Sample:

My facilitated forum —opening thread

FEEDBACK

Ma1 you have been a regular contributor to the online Tutorial Group. Your pos�ngs add-

ed quality to the discussion and resources that others could draw on. During the facilita-

�on of your ques�on “What makes a good Principal” the discussion generated a range of

views but many similari�es that demonstrated the groups understanding of what skills and

competencies good leaders require. Your online posts added quality to the discussion and

resources that others could draw on. Thank you for engaging with and suppor�ng your

colleagues in this part of the program.

Wendy Graham


Assessment Task 5

Leadership Development Self-Evalua�on

Leadership Development Self-Evalua�on

"If you fail to honor your people,

They will fail to honor you;

It is said of a good leader that

When the work is done, the aim fulfilled,

The people will say, "We did this ourselves."

Lao Tzu (604-531 B. C.) Founder of Taoism, Tao Te Ching

I have come to the conclusion that, over the past 6 months of my Principal Internship Program, the key

ingredient to being an effec�ve Principal in a school is having outstanding human leadership quali�es.

The ability to inspire, lead and manage your staff is essen�al in the daily workings of a school.

I have felt that my human leadership quali�es were already of a good standard—due mainly to my several

years as a Regional Coach. This was also evident in my iLead 360 survey where I achieved a high level in

the ‘human leadership’ area, as well as in the Genos survey that stated my strengths included:

◊ Crea�ng a posi�ve overall working environment for people.

◊ Effec�vely demonstra�ng empathy to people.

◊ Mo�va�ng people to achieve work-related goals.

However, I found that I needed a whole new level of human leadership skills and strategies when

performing the Principal’s role. I was able to witness and be involved with this first-hand, as I was working

in the Principal’s office, where much of the day was dealing with staff, parents and students for the bulk

of the day. Much of it would be informal—’drop-in conversa�ons’, as well as the pre-arranged mee�ngs.

All of these required high-level skills when interac�ng with others. My host Principal would call it her

‘professional front’. Small but effec�ve strategies I learnt were, for example, having a morning tea with

parents each week aPer assembly, gree�ng new parents on Prep orienta�on day, recording and

following-up each conversa�on held with parents or students. These types of ‘strategies’ can be learnt

and implemented, but the ‘skills’ of being a natural leader are more inherent – building posi�ve

rela�onships, suppor�ng others, communica�ng a vision or inspiring others to follow.

Having a sound background in educa�onal leadership is also an important a1ribute for a Principal to have.

I believe that most Principals (but not all!) have been very good teachers in the past, and know the

workings of a classroom and the problems that teachers face. Having this understanding gives the

Principal greater credibility when communica�ng with all aspects of the wider schooling community. I was

fortunate to have been able to focus my Leadership Challenge on AusVELS, leading the staff onto a new

curriculum area. This enabled me to do lots of educa�onal reading and research, use data and build a

rela�onship with the staff. It also allowed me work on an area that was going to be prac�cal, relevant and

hands-on for the staff to u�lise immediately (which teachers always like!). I was also able to concentrate

on some areas of the curriculum (eg Science, History) that I had not done a great deal of work on before,

which was a refreshing change. They key to this was firstly crea�ng a whole staff understanding on where

we wanted to be, then working together to get there. We catered for individual staff learning needs and

differences, which enabled more to be ‘on-board’ with our goals. I feel as though my skills in looking at

implemen�ng a ‘whole-school’ ini�a�ve has broadened my outlook on the broader curriculum - with

greater insight to the ‘bigger picture’.

‘Leadership and learning are indispensable to each other.’— John F. Kennedy

The technical side of leadership I have found to be somewhat more difficult to learn. I feel as though it

really is something that can only be learnt ‘on-the-job’. I a1ended several Professional Development

opportuni�es on workforce planning and budge�ng, and gained a background understanding of these,

but un�l these are put into prac�ce they are difficult to comprehend. The technical areas that I have

developed though are more abstract – always work with the end in mind, use data to support your goals,

what needs to be done to move the school forward. Policy-making and upda�ng is a far bigger job than I

had originally an�cipated. There are many more than I realised, and during my internship it was not

uncommon to have 3 or 4 on the go the whole �me. Policies are always the fall-back posi�on to refer to

whenever issues arise, and I learnt it is important having all staff involved with this process.

I now realise that the culture of a school can only be developed over �me, and that having sound cultural

leadership skills in very important in the Principal role. This begins with suppor�ve and strong leadership,

developing a strong curriculum, and ins�lling a sense of loyalty and enthusiasm. This example is set and

modelled primarily by the Principal, and providing opportuni�es for professional learning, reflec�on and

feedback is part of the process in which a school can con�nue moving forward successfully. One example I

encountered during my Internship was that the school’s Leadership Team (4 people plus me) constantly

u�lised surveys to find out more about themselves and each other. This enabled the team to find out who

was good at certain areas, and the roles each could play within the group (eg organiser, thinker,

researcher, etc). This made for a more balanced team with each person having different strengths, which I

now realise is an important part of each group within the school. OPen it is up to the Principal to find that

right ‘mix’.

To be seen to be a leader depends on building the trust and respect of the staff, the parents and the

students. I felt it took me at least a term into my Principal internship where staff could comfortably come

up to me for leadership advice, support and someone to be relied upon. It took �me to build these

rela�onships with a new staff, to be a symbolic leader. The way I found to do this was to make sure I

visited staff oPen in their classrooms, and try to help them out, even in some small way, to make their job

easier. With parents and students, it is about making the school welcoming and invi�ng, and

communica�ng regularly. It is an area I have certainly developed more over this �me, and I realise that it

will need constant focus to con�nue to develop further.

Overall, my skills in each of these leadership areas have developed rapidly during my Principal Internship.

It has been a unique and rewarding learning experience and given me the chance to learn more about

myself, my strengths and areas that I need to work more on. Being given the �me to take a step back and

reflect on my prac�ces, beliefs and values has been highly beneficial to my growth as a leader and as a

person.

'The best principals are not heroes; they are hero makers'. Roland Barth


Assessment Task 6

Final Presenta�on Reflec�on

Final Presenta�on Reflec�on:

To be submi1ed December 8th, 2012.

Documents

PIP