The school strategically uses human resources The principal aims to recruit The principal recruits personnel and The principal regularly reviews The principal integrates personnel who demonstrate the changes roles and responsibilities of evidence of the school’s progress student achievement data into best fit for immediate staffing needs current personnel to best meet the towards the and targets of the goal-setting, workforce at the school. They make school’s objectives. They assess SSP. They anticipate and prepare planning, professional recruitment decisions by assessing current and anticipated staffing needs, for changes in senior staff, and development and strategic personnel shortages and short-term planned developments and short term actively develop the capabilities of resource planning processes. goals of the school. goals of the school, to make teachers to enhance or replace the They recruit specific expertise recruitment decisions. skills and expertise required. that is required to meet the The principal with staff to goals and targets of the SSP. identify and prioritise their The principal identifies and The leadership structure ensures professional learning needs based on implements professional learning that clear alignment of responsibilities The leadership structure and gaps between the requirements of is aligned with learning plans and for school improvement with leadership roles ensure whole-school capacity for their roles and their current school priorities. They allocate time leadership roles. knowledge and skills. and resources to support teacher ongoing improvement. The The principal strategically invests in collaboration. principal creates challenging They ensure that beginning teachers professional learning that supports roles and teachers new to the school have The principal ensures that beginning school improvement priorities and that encourage the a thorough induction to the school. teachers and teachers new to the goals. Instructional leaders connect development of experienced school have a thorough induction teacher needs to school strategic teachers and leaders. They and are supported by experienced planning. match teacher strengths to mentors. They monitor and evaluate the the impact of professional learning on different needs of students in progress towards achieving school the school. They embed a goals and priorities. culture of review, responsibility and shared accountability to Beginning and new teachers are achieve school goals. supported to understand and contribute to the school culture of New and beginning high expectations. and teachers build their feedback informs the review of the capacity to support induction processes. student learning and their feedback shapes the school’s induction processes.
The school strategically uses human resources The principal aims to recruit personnel who demonstrate the best fit for immediate staffing needs at the school. They make recruitment decisions by assessing personnel shortages and short-term goals of the school. The principal with staff to identify and prioritise their professional learning needs based on gaps between the requirements of their roles and their current knowledge and skills. They ensure that beginning teachers and teachers new to the school have a thorough induction to the school. The principal recruits personnel and changes roles and responsibilities of current personnel to best meet the school’s objectives. They assess current and anticipated staffing needs, planned developments and short term goals of the school, to make recruitment decisions. The principal identifies and implements professional learning that is aligned with learning plans and school priorities. They allocate time and resources to support teacher collaboration. The principal ensures that beginning teachers and teachers new to the school have a thorough induction and are supported by experienced mentors. The principal regularly reviews evidence of the school’s progress towards the and targets of the SSP. They anticipate and prepare for changes in senior staff, and actively develop the capabilities of teachers to enhance or replace the skills and expertise required. The leadership structure ensures clear alignment of responsibilities for school improvement with leadership roles. The principal strategically invests in professional learning that supports school improvement priorities and goals. Instructional leaders connect teacher needs to school strategic planning. They monitor and evaluate the impact of professional learning on progress towards achieving school goals and priorities. Beginning and new teachers are supported to understand and contribute to the school culture of high expectations. and feedback informs the review of the induction processes. The principal integrates student achievement data into goal-setting, workforce planning, professional development and strategic resource planning processes. They recruit specific expertise that is required to meet the goals and targets of the SSP. The leadership structure and leadership roles ensure whole-school capacity for ongoing improvement. The principal creates challenging roles that encourage the development of experienced teachers and leaders. They match teacher strengths to the different needs of students in the school. They embed a culture of review, responsibility and shared accountability to achieve school goals. New and beginning teachers build their capacity to support student learning and their feedback shapes the school’s induction processes.