Definition: Principals are responsible for developing a culture of quality teaching, learning and student achievement. Effective leaders are identified by their competence in planning, coordination and evaluating teaching and the curriculum. They are actively involved in discussions with teachers instructional matters, including how instruction impacts on student achievement. They work with teachers to review and enhance teaching and are directly involved in coordinating the curriculum across year levels. They ensure that student progress is systematically monitored and that teachers use assessment results to inform and direct their teaching. Importantly, leaders understand their role is to lead student learning and they will self-manage to ensure they are prioritising student outcomes. Effective leaders recognise the importance of distributed leadership as a collaborative effort undertaken between people who trust and respect each other’s contributions. Principals empower a group of leaders to build their leadership capacity as they change roles over time depending on school and student needs. Effective leaders actively distribute leadership across an increased number of people in an organisation in order to build capacity within a school through the development of enhanced pedagogical practices. Leadership becomes a collaborative endeavour involving teachers and students. Essential Element 1 Documented curriculum plan, assessment and shared pedagogical approaches Essential Element 2 School-based professional learning program developed and implemented that supports the school’s identified improvement strategies Essential Element 4 Student voice, leadership and agency in own learning activated so students have positive school experiences and can act as partners in school improvement Data collection, analysis and evaluation of student learning growth over time Essential Element 7 Emerging Evolving Embedding Excelling School leaders lead teaching and learning Leaders periodically update Leaders lead and participate in Leaders use their expertise to Leaders and demonstrate own knowledge of effective professional learning with staff, guide the instructional program high levels of pedagogical pedagogical practices and share new including curriculum planning, of the school. They prioritise knowledge and skill, including research with staff. instructional methods, assessment evidence-based, high-impact expert strategies and student strategies and support staff to knowledge of evidence-based Leaders encourage staff to work achievement data. use them consistently. teaching strategies. together to develop curriculum, teaching and assessment strategies. Leaders work with staff to review Leaders are seen by staff as Leaders align instructional and and improve their teaching, instructional experts who use their curriculum planning with the goals including using observation, pedagogical knowledge and skills of the school. They integrate feedback and coaching. to coach and develop others. continuous evaluation and improvement of practice with performance and development processes.
Definition: Principals are responsible for developing a culture of quality teaching, learning and student achievement. Effective leaders are identified by their competence in planning, coordination and evaluating teaching and the curriculum. They are actively involved in discussions with teachers instructional matters, including how instruction impacts on student achievement. They work with teachers to review and enhance teaching and are directly involved in coordinating the curriculum across year levels. They ensure that student progress is systematically monitored and that teachers use assessment results to inform and direct their teaching. Importantly, leaders understand their role is to lead student learning and they will self-manage to ensure they are prioritising student outcomes. Effective leaders recognise the importance of distributed leadership as a collaborative effort undertaken between people who trust and respect each other’s contributions. Principals empower a group of leaders to build their leadership capacity as they change roles over time depending on school and student needs. Effective leaders actively distribute leadership across an increased number of people in an organisation in order to build capacity within a school through the development of enhanced pedagogical practices. Leadership becomes a collaborative endeavour involving teachers and students. Essential Element 1 Documented curriculum plan, assessment and shared pedagogical approaches Essential Element 2 School-based professional learning program developed and implemented that supports the school’s identified improvement strategies Essential Element 4 Student voice, leadership and agency in own learning activated so students have positive school experiences and can act as partners in school improvement Essential Element 7 Data collection, analysis and evaluation of student learning growth over time Emerging Evolving Embedding Excelling School leaders lead teaching and learning Leaders periodically update own knowledge of effective pedagogical practices and share new research with staff. Leaders encourage staff to work together to develop curriculum, teaching and assessment strategies. Leaders lead and participate in professional learning with staff, including curriculum planning, instructional methods, assessment strategies and student achievement data. Leaders work with staff to review and improve their teaching, including using observation, feedback and coaching. Leaders use their expertise to guide the instructional program of the school. They prioritise evidence-based, high-impact strategies and support staff to use them consistently. Leaders are seen by staff as instructional experts who use their pedagogical knowledge and skills to coach and develop others. Leaders and demonstrate high levels of pedagogical knowledge and skill, including expert knowledge of evidence-based teaching strategies. Leaders align instructional and curriculum planning with the goals of the school. They integrate continuous evaluation and improvement of practice with performance and development processes.
ContinuaForSchoolImprovement.docx