Introducing the Leadership Profiles. Session aims Affirm a focus on leadership learning Introduce the Leadership Profiles Explore the Interactive Leadership.

Slides:



Advertisements
Similar presentations
Stage One: Registrant Mentor, (N.M.C., 2006).
Advertisements

Planning for Learning and Teaching, Assessment and Moderation
Thinking Skills and Personal Capabilities Unit 1
E.g Act as a positive role model for innovation Question the status quo Keep the focus of contribution on delivering and improving.
Head of Learning: Job description
Introduction to Coaching and Mentoring
Working for Warwickshire – Competency Framework
Specialist leaders of education Briefing session for potential applicants 2013.
Principal Professional Development project
Health and Work Development Unit 2011 Implementing NICE public health guidance for the workplace: Implementation and audit action planning toolkit.
Leadership Development Nova Scotia Public Service
AITSL’s mission is to promote excellence in teacher and school leader practice for the benefit of all young Australians.
Emotional Intelligence. Group Work Introductions Reflections - Good and Bad Leaders Identify Values and Behaviours Identify Skills.
Professional Learning Communities in Schools Online Workshop.
Values and Leadership Behaviours Overview – July 2015.
Learning & Skills Conference 15 May 2013 Improving teaching, learning and assessment.
MENTORSHIP IN RESEARCH BY GEOFFREY LAMTOO GULU UNIVERSITY.
Good Customer Service Needs Good People Management.
CPD4k Skills Competitions, CIF & PS
DOES LEADERSHIP MAKE A DIFFERENCE? 1 The importance of school leadership on the quality of schools and the achievements of pupils:
Improving healthy active lifestyles and its links to whole-school academic improvement Jancis Walker, Youth Sport Trust Jo Nightingale, Hamstead Hall.
Specialist leaders of education Briefing session for potential applicants Autumn 2013 An executive agency of the Department for Education.
‘Creating a High Performance School Culture’. Leadership The art of getting a group of people to do something as a team because they individually believe.
Coaching Skills for Leaders Workshop Date 13th March 2014 Facilitator Mike White.
1 in partnership with Goodfoot (0) People Management Excellence making tomorrow a better place People Management Excellence.
Leadership: Session #2A. Exemplary leaders are interested in others’ success than in their own. Their greatest achievements are the triumphs of those.
‘What are the little thingsand why do theymatter?’‘What are the little thingsand why do theymatter?’‘What are the little thingsand why do theymatter?’‘What.
Developing the culture of Teaching and Learning at Queens’ Our core purpose as educators is to get the best out of everyone we teach. We achieve that by.
Inspire Personal Skills Interpersonal & Organisational Awareness Developing People Deliver Creative Thinking & Problem Solving Decision Making, Prioritising,
Introducing Your name goes here Your Position goes here
National Standards of Excellence for Head teachers January 2015 Margaret Colley SSIA.
Self- Evaluation/GB Reviews leading to Continuous Improvement Workshop Option – 45 minutes.
1 Health and Wellbeing For All. 2 Katie Paterson Programme Officer - Education NHS Health Scotland.
A Focus on Health and Wellbeing Wendy Halliday Learning and Teaching Scotland.
Building leadership in schools While great leaders may be as rare as great runners, great actors, or great painters, everyone has leadership potential,
Leadership Challenge Leadership Practices Inventory Sue Soy – February 2008.
Overview What do we mean by a Learning Organisation? Why did we develop a People Development Framework? What was the process involved in building the.
Queen’s Management & Leadership Framework
FINANCE - A Workforce Strategy for a High Performance Culture Delivering excellence, Engendering trust, Stimulating Innovation, Exemplifying leadership.
What is Facilitation? Facilitation is the process of taking a group through learning or change in a way that encourages all members of the group to participate.
Unpacking the Australian Professional Standard for Principals and the Leadership Profiles “If you don’t have a powerful point of view about what high quality.
Annual Performance Review (APR) for principals and deputy principals “Great Leaders develop through a never ending process of self-study, self-reflection,
Marking and Feedback CPD Student approach to marking.
BY: STACEY CLARK, JENNA MORRIS, BRIAN OGBIN, JENNIFER TUPPENY SEA Project.
Chapter 10 Learning and Development in a Knowledge Setting
Personal Leadership Serving Customers Managing Resources Leadership Serving Customers Serving Customers Managing Resources Managing Resources Working for.
National Professional Standards for Teachers. Focus Role of the Australian Institute for Teaching and School Leadership Background on the National Professional.
Session: Instructional methods; How to prepare practical exercise/case study 24 th January 2013 Dr. Eliona Kulluri Bimbashi (University of Tirana)
Middle Managers Workshop 1: Changing Cultures. An opportunity for middle managers… Two linked workshops exploring what it means to implement the Act locally.
Strong leadership and whole school engagement – How does this happen? Rationale: Whole school change occurs when the leadership team has a common vision,
Collaborative & Interpersonal Leadership
Looking at Our School 2016 A Quality Framework for Post-Primary Schools A tool to support reflection, self-review and evaluation ETBI PRINCIPALS AND DEPUTY.
Clinical Practice evaluations and Performance Review
Leadership One Last Time Spring, 2000.
Coaching.
Using Coaching Skills to Maximise Student Progress
Competency Based Learning and Development
Building the future Workshop 3 24 November 2017
Target Setting for Student Progress
National Framework for Languages (NFfL)
Learning that deepens knowledge and understanding
Standard for Teachers’ Professional Development July 2016
Dave Scott – Middle School Principal – Kristin School
Senior Leaders Talent Map
Leadership of and for learning
The National Professional Qualification (NPQ) An overview
College of Social Sciences
Clore Social Leadership Journey
Dave Scott – Middle School Principal – Kristin School
Presentation transcript:

Introducing the Leadership Profiles

Session aims Affirm a focus on leadership learning Introduce the Leadership Profiles Explore the Interactive Leadership Profiles Introduce the School Leaders Self-Assessment Tool Link the Profiles to professional growth planning

Introducing the Profiles

Where did the Leadership Profiles come from? Australian Professional Standard for Principals (2011) 360°Reflection Tool (2013) Leadership Profiles (2014)

The Profiles are a set of 80 statements that describe the leadership actions of principals as they progress to higher levels of proficiency. They have been developed by the profession, for the profession. So, what exactly are the Profiles?

Comprehensive developmental framework, not a capability check list Acknowledge the dynamic nature of leadership Development pathways that can be seen through different lenses What do the Profiles do that’s different?

Coaching and mentoring Talent development and succession Identifying professional learning for self and leadership team Self and leadership team reflection For current and aspiring principals

For system leaders Identifying professional learning for individuals and groups Selection and recruitment Performance and development Talent development and succession

Everyone wants to change the world, no one wants to change themselves. – Leo Tolstoy

Model of Behaviour change

Awareness EXAMPLE Ben has always struggled with giving feedback to under- performing staff. He has become aware that, in his new role, he will need to engage in these difficult conversations to embed his leadership and bring about whole-school improvement.

Attitude EXAMPLE Ben is determined to overcome his reluctance to say what he is thinking and stop skirting around difficult issues. He feels that, in the past, he has not been sufficiently honest and direct with staff. His commitment to becoming an effective leader has given him the drive and confidence to believe he can tackle this reluctance.

Knowledge EXAMPLE To build his knowledge about providing negative feedback, Ben uses the online Leadership Profiles resources to explore how to develop his interpersonal skills and relationships with others. In his research, he comes across ‘Fierce Conversations’ by Susan Scott and finds the case studies and exercises are really helpful in planning what he is going to do.

Action EXAMPLE Ben discusses the approach he plans to take with his mentor and begins by tackling an issue that has been troubling him since he arrived at the school – the lack of punctuality of two members of staff.

Behaviour change EXAMPLE Ben begins to realise that people expect him to be truly authentic in his role. Far from ‘damaging’ those he has robust conversations with, they start to respect him and take on board his feedback.

1.Write down attitudes that have helped you change your behaviour (enablers) 2.Write down attitudes that have stopped you from making changes (blockers) 3.Share with a table partner Activity Attitudes influence behaviour change

1.Openness – to ideas, possibilities, surprise 2.Questioning – restlessness 3.Inventiveness – creative responses to challenges 4.Persistence – courage, humility 5.Emotional stability – taking risks and resilience 6.Generosity – welcoming difference 7.Empathy – mutual supportiveness Attitudes that enable change

1.Belief in one right way – and predictable outcomes 2.Reliance on certainties – and ready-made solutions 3.Compliance – with imposed models and materials 4.Rejecting complexity – settling for easy answers 5.Fear of failure – and trying new things 6.Deficit thinking – desire for uniformity 7.Fear – defensiveness and blame Attitudes that block change

Exploring the Profiles - structure

Summary Table

Focuses

Practice description (from the Standard)

Profile

Principals promote the benefits of professional learning to all staff and make sure that their willingness and efforts to learn and improve are recognised. They develop and implement an organisational vision which links all learning and development activities to better student outcomes ……… Profiles: Progressive and increasing in proficiency Principals create challenging roles, responsibilities and opportunities for senior leaders that leverage and grow the talents of others. They build and sustain a coaching and mentoring culture… and have a system of peer review and feedback in place ……… Statement of later proficiency Statement of early proficiency

Exploring the Profiles - Leadership lenses

Professional Practices lens

Leadership Requirements lens

Principals prioritise creating and sustaining a student-centred learning environment. They motivate staff to keep their teaching practice current through use of research and new technologies. They develop a robust approach to reviewing the curriculum and pedagogy to ensure a consistently high quality environment for learning. They develop a coaching culture that encourages honest feedback to and from students and teachers based on evidence. Core Lens: Professional Practices, Focus: Leading teaching and learning, Profile: 2nd paragraph Vision and values Knowledge Personal qualities Leadership Requirements lens

Leadership Emphasis lens

Leadership through different lenses

Interactive Leadership Profiles Demonstration aitsl.edu.au/leadership-profiles

Explore the Interactive Leadership Profiles. With a partner, discuss: 1.How you will use the Leadership Profiles in your role? 2.Which lens is most appropriate to your current situation? Activity

Profiles online School Leader Self-Assessment Tool

Where to find out more aitsl.edu.au/leadership-profiles eNews – register at aitsl.edu.auaitsl.e