2012 National Partnerships Schools’ Forum Margery Evans CEO, 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.

21 st Century

21 st century school leaders are:  Great collaborators and orchestrators  Great synthesizers  Great explainers  Great versatilists  Great personalisers  Great localisers Andreas 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 21 st 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 21 st 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 Professional practices 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

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, communication Saphier 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 Posner The 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?