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 localisers

Andreas SchleicherEducation 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

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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 PrincipalsJuly 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 differenceThe 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 actions2. Creating a successful learning culture3. Moments of truth

Translation to action: 3 prompts

Effect size of leadership actions on learning

Effect size of leadership actions on learning1. 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?