Equipping Christian Schools Ph: 2015 Tomorrow’s Principals … · 2014-09-04 · - AITSL –...

Copyright 2014 Ray Tiller Tomorrow’s Principals Program 2015 of 58

Contents Preamble:........................................................................................................................................................................................................................................... 2

Global Aim: ........................................................................................................................................................................................................................................ 2

Objectives: ......................................................................................................................................................................................................................................... 2

Course Fee: ........................................................................................................................................................................................................................................ 3

Program time requirements (these dates are approximate and may need to change depending on circumstances): .................................................................... 4

Tomorrow’s Principals Skills Identification and Development Process ............................................................................................................................................. 5

A. Analysis of Principals’ Skills: .................................................................................................................................................................................................. 5

B. The personal professional learning plan: .............................................................................................................................................................................. 5

C. Direct instruction/network discussion: ................................................................................................................................................................................. 6

D. Leadership Event Exposure .................................................................................................................................................................................................... 7

Attachments: ..................................................................................................................................................................................................................................... 8

Attachment #1 - Analysis of Principals’ Proficiencies and Personal Attributes Worksheet .......................................................................................................... 8

Attachment #2 - Emerging Leader’s Personal Professional Learning Plan ............................................................................................................................. 38

Attachment #3 - 360 degree interview template ................................................................................................................................................................... 45

Attachment #4 - Descriptors for the school’s stage of development ..................................................................................................................................... 54

Copyright 2014 Ray Tiller: Ph: 03 95805603 ; Mob: 0409 646 279 Email: [email protected] ; Website: www.equipping.com.au No part of this document may be reproduced or transmitted in any form or by any means for sale or commercial purposes without permission in writing of the author. Such reproduction or transmission includes any means electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system.

Equipping Christian Schools

Ph: 0409 646 279

Email: [email protected]

Web: www.equipping.com.au

For online application click or copy https://www.surveymonkey.com/s/T8PKZR3

Tomorrow’s Principals

& Senior Leaders Program 2015

mailto:[email protected]

http://www.equipping.com.au/

mailto:[email protected]

http://www.equipping.com.au/

https://www.surveymonkey.com/s/T8PKZR3


Equipping Christian Schools

Tomorrow’s Principals’ & Senior Leaders’ Program 2015

Preamble:

This program proposal is developed in the context of three pressing issues that confront Christian schools as we move into the future:

We are conscious of a crisis in the number of mature Christian skilled leaders to take senior leadership roles in Christian schools.

We have had no comprehensive succession strategy for identifying and training future leaders.

We are in the midst of the national thrust towards setting professional standards and, I guess there will be some future compliance demands related to the professional development and performance of leaders. The following professional standards and professional learning developments have been examined in the context of making this proposal:

- AITSL – National professional Standards for Principals

- Principals Australia – L5 Leadership Frame

- ACEL – Leadership Capability Framework

In these contexts the Future Leaders Program is developed with the following key parameters:

Analysis and descriptions of specific and practical Christian school principals’ proficiencies

Identification of the developmental needs of future leaders.

Setting of individualised practical strategic professional learning plan for each developing leader.

Instruction, reflection, and collegial networking around the key Christian leadership ideals.

Involvement of the Christian schools leadership community in fostering the development of emerging future leaders.

Global Aim:

To prepare identified and aspiring leaders for future senior leadership roles, particularly principalship in Christian schools.

Objectives:

1. To help participants to identify and understand the skills and personal attributes of a successful senior leader or principal in a Christian faith and worldview perspective..


2. To use the real-time experiences of current Christian school principals, other leaders, and mentors to instruct participants in practical real-time leadership contexts.

3. To facilitate the growth of participants through individual professional learning plans focussed on each participant’s observed and understood development needs.

4. To complement tertiary level leadership studies. It is expected that this program would not be exclusive of other leadership studies – in fact future leaders would find limited benefit from the practical and participative nature of this program if they are not active in pursuing and debating a broad leadership theory base.

5. To assist participants to bring the distinctive of biblical Christian faith and worldview to interrogate and refine their leadership theory and practice.

6. To expose participants to a range of environments that will stimulate their awareness of leadership issues

7. To develop leadership networks which will continue be stimulating and supportive into the future as participants take on senior leadership roles.

Course Fee:

A total course fee is $900 per participant. The fee will include the following benefits:

Introductory program day, and two course lecture/workshop days

Licence fees for course materials

Ray’s oversight of the set up of individual professional learning plans and monitor the progress of the participants

Access to all printed materials and other resources provided by Ray.


Program time requirements (these dates are approximate and may need to change depending on circumstances):

Event Personnel Participant time commitment Dates/Times

Tomorrow’s principals & Senior Leaders orientation to the program meeting

Ray Tiller 2 hours’ time release & travel to the prescribed venue. Depending on location, this meeting could be done online.

Date yet to be decided – either Nov 2014 or Jan 2015

Principal’s Proficiencies Analysis (own school)

Own Principal Discussion meetings with the principal (8 – 10 hours over 10 weeks) + personal reflection & Journaling time.

In-school work throughout term one, 2015

Shadowing another principal (+ partial Principal’s Proficiencies Analysis with other principal)

Other principal

One day at the other principal’s school + preparation and reflection.

Late term one/early term 2, 2015

Goal setting and Professional learning Planning.

Discussion with In-school supervisor

2 hr preparation time

1 hour discussion with supervisor

Early term three, 2015

Ray Tiller One 1 hr session with Ray Tiller When preparation is complete – preferably by June 2015.

Two Seminar/Workshop days

Ray Tiller & other guests

Two days release time Days & venues yet to be decided

Participation in school Leaders’ functions at school discretion (eg, board meetings, finance meetings, principals network meetings, etc)

At school’s discretion

At school’s discretion Release time and costs associated with this aspect will be at the school’s discretion.

Late-year review of Professional Learning Plan progress.

Discussion with in-school supervisor

1 hr preparation time

1 hr session with in-school supervisor

Early to mid-November 2015

Ray Tiller One 1 hr session with Ray Tiller Early to mid-November 2015


Tomorrow’s Principals Skills Identification and Development Process

Participants’ leadership understanding and skills will be developed through the modes of: analysis of principals’ skills and attributes, an accountable personal professional learning plan, direct instruction, and leadership event exposure. In detail:

A. Analysis of Principals’ Skills:

This mode will be directed to assisting the participants to understand, observe and analyse the skills and personal attributes that enable a principal to operate successfully. The key processes in this mode will be to use the Principal’s Skills and Attributes Analysis Worksheet (Attachment #1) to record observations, discussions and reflections in their interaction with two principals.

1. The participant’s own principal – this process should be carried out over a 7 week period by personal observations within his/her own school and a series of directed discussions with the principal.

2. Another practicing principal – the participant would spend a day “shadowing” a principal with view to observing and discussing specific skills and attributes. After the allocated day, the principal and participant may choose to correspond further re questions or issues that arise in activities of the allocated day.

The participant will be required to complete reflections on his/her personal capabilities related to each part of the analysis with view to identifying issues in his/her leadership that will be addressed in a personal 2-year professional learning plan. (See Principal’s Skills and Attributes Analysis Worksheet (attachment #1).

B. The personal professional learning plan:

In this mode the participant will use the issues in his/her leadership that have arisen from the reflections on the principals’ skills analysis and the advice of his/her supervisors, to form and execute a personal professional learning plan. In detail:

1. The participant will reflect on and collate ideas for his/her own development needs and directions from a number of reflective & evaluative processes including:

Take the reflection notes from the Principal’s Skills and Attributes Analysis Worksheet (attachment #1).and collate them to form a potential set of targets for his/her own development.

Complete a (or review a recently applied) self-evaluation instrument to identify potential strengths and weaknesses in leadership style & skills and collate them to form a potential set of targets for his/her own development. (Examples include

- Myers Briggs http://www.yourlifespath.com/?view=Assessments

- DISC http://www.learning4liferesources.com/Bookstorec13.html ;

http://www.yourlifespath.com/?view=Assessments

http://www.learning4liferesources.com/Bookstorec13.html


- Keirsy Temperament Sorter http://www.keirsey.com/sorter/register.aspx

- Leadership Potential Indicator http://www.myskillsprofile.com/lpi_sample_report.pdf

- Avenues to Teaching Leaders Skills rubric http://sites.google.com/site/raytiller/teacher-appraisal--professional-development/avenues-to-teaching-excellence

Seek the input of a few colleagues who have worked with you in teams, and a few who have been under your leadership (Use the 360 degree interview template at attachment #3), and collate them to form a potential set of targets for your own development.

2. This set of ideas should be discussed with your supervisor to:

Prioritise them in order of importance and urgency.

Add to them any other development needs/weaknesses that the supervisor might want to raise with you.

3. You will then be asked to make a prioritised list of the issues/skills that you have identified as needing development and email it to Ray Tiller.

4. Ray will then meet one-on-one with you to form a practicable set of professional learning plans and strategies for the next 2-year period.

5. Late in the year, you will be asked to discuss your progress with your supervisor.

6. Ray will then meet with you one-on-one to discuss progress and reset the program for the following year.

C. Direct instruction/network discussion:

Direct instruction is through an initial orientation and instruction meeting and then two days of lecture/workshops (The Genius of Jesus in School Leadership) planned as either a two-day program or two separate days.

For participants who commence the course later than January 2015, we will set an appropriate date will be set for initial meeting. The initial meeting will be held on a state-based location (eg, one in Melbourne, one in Brisbane, etc.) If such a meeting is not practicable, the initial orientation meeting will be done one-on-one by Skype or telephone.

The “Genius of Jesus in School Leadership” seminar/workshop series is designed to include 6 – 10 participants in local cluster locations. If there are vacancies, interested people who are not enrolled in the “Tomorrow’s Principals ..” course will be invited to participate in the seminar/workshops.

http://www.keirsey.com/sorter/register.aspx

http://www.myskillsprofile.com/lpi_sample_report.pdf

http://sites.google.com/site/raytiller/teacher-appraisal--professional-development/avenues-to-teaching-excellence

http://sites.google.com/site/raytiller/teacher-appraisal--professional-development/avenues-to-teaching-excellence


The purpose of the Genius of Jesus in School Leadership lecture/workshop series is to systematically unfold and explore some of the key principles, spiritual dynamics, and practices of school leadership from a biblical Christian perspective. The content of the lecture/workshops will include the following topics:

The servant leadership paradigm - how to apply Jesus idea of servant leadership (Matt 20) to real-life leadership in a school.

Leadership that facilitates creative initiative while maintaining unity & alignment. – the benefits of internal integrity and external integration.

Creating a safe staff culture - how we can avoid crushing or abusing those we lead, and ensure that we release, enrich, and equip them for productive service.

Keeping ahead of division & sabotage - how to handle prickliness & dissonance.

Professional relationships that build leadership capacity - how to identify and engage with people who will build your maturity as a leader.

Handling the power - explore the benefits and danger of the power of: position, personality, ability to reward and punish, competence, and character.

Distributed leadership - effective leadership through recognizing and releasing the capacities of others.

D. Leadership Event Exposure

This mode of development is aimed at allowing the participants to “breathe the air” of the environment of the leader in a range of situations inside and outside of the school. The emerging leaders’ principals are encouraged to take them to a range of events, introduce them to other leaders, and discuss with them the issues and processes that make each event functional in the principal’s life. Such events might include:

A school board meeting or planning subcommittee meetings.

Leaders’ conferences

Meetings with government bodies re funding, accreditation, etc

Difficult or sensitive processes such as a student expulsion, teacher performance difficulty, investigation of serious complaint, police action, etc.

The participant will be required to journal these events to include

a report of these events (without details that might expose the school or individuals)

personal reflections in the context of the principals’ skills & attributes analysis.


Attachments:

Attachment #1 - Analysis of Principals’ Proficiencies and Personal Attributes Worksheet

[This analysis exercise template is adapted from the Christian School Principal’s Professional Proficiencies Rubric (version 5) which incorporates a map to AITSL’s Australian Professional Standards for Principals]

Index of Christian School Principal’s Proficiencies

1: Engagement with the school mission 14: Engagement with the school community

2: Engagement with Christian belief, lifestyle and worldview

15: Engagement with and response to the local community, its needs and diversity

3: Productive engagement with school board 16: Instructional Leadership – the educational direction of the school

4: Selection and orientation of teaching staff 17: Leadership of the student culture of the school

5: Selection and orientation of non-teaching staff 18: Leadership of the business/financial functions of the school

6: Leadership of the Staff 19: Leadership of school infrastructure development

7: Establishment and development of leadership sphere responsibilities

20: Maintenance of effective working relationship with government regulatory bodies

8: Development of Staff Culture 21: Expression of Christlike servant leadership

9: Personal professional Development 22. Relational Capability

10: Application of contemporary professional knowledge 23. Handling Conflict, Stresses, & Crises

11: Professional Development of Staff 24: Work-Life Balance & Personal Wholeness

12: Professional Development of Leaders and Succession planning

25: Change management Innovation

13: Effective administration of the school organization 26: Suitability to development stage of the school


Principal’s Proficiency Domain 1: Engagement with the school mission

Principal should understand and articulate the school mission/vision and ensure that it is effectively outworked in every aspect of the school’s

operations.

Skill area Function description Research topics: How does the principal do this? What other personnel are deployed in the school to handle aspects of this function? How does the principal ensure completion and accountability for these tasks? What problems or pitfalls am I likely to encounter when I start my role as a principal?

1.1 Understanding of the mission

Principal should understand the school mission and is passionately committed to fulfilling it

1.2 Practical outworking of the mission into the life of the school

Principal should lead the development of strategies for the practical outworking of the mission into every aspect of the life of the school

1.3 Interaction with the board re outworking of the school mission

Principal should have a dynamic interaction with the board re the nature and outworking of the school mission

1.4 Articulation of school’s mission in all spheres of leadership and community

Principal should articulate a dynamic and visionary expression of the school’s mission in all spheres of leadership of the school and in the school community.

Describe the specific areas of knowledge/skill do I need to gain/improve? (This will be transferred to the personal development goals page)


Principal’s Proficiency Domain 2: Engagement with Christian belief, lifestyle and worldview Principal should understand the Christian faith and worldview, live consistently with its standards, and articulate it effectively in the school community


2.1 Personal lifestyle reflecting Christian faith.

Principal’s life should consistently exemplify a personal lifestyle reflecting Christian faith.

2.2 Understands & applies a biblical Christian faith and worldview.

Principal should understand the detail and dynamic of the application of a biblical Christian faith and worldview in every aspect of life, community, and learning.

2.3 Articulates Christian faith and truth

Principal should coherently articulate the dynamic of Christian faith and truth in all spheres of leadership such that staff, parents, & students eagerly embrace the ideas being communicated.

2.4 Promotes democratic values including active citizenship

Principal comprehensively understands, articulates and effectively promotes the values of respect for individuals and participative community that undergird a democratic society and develop good citizenship.



Principal’s Proficiency Domain 3: Productive Engagement with School Board Principal should understand and work effectively with the School Board to ensure the effective governance of the school.


3.1 Relationship with the board chair.

Principal should have an open and productive relationship with the board chair and enjoy a relationship of mutual support and encouragement.

3.2 Communication with the board

Principal should Communicate effectively with the board and take initiative in anticipation of the board’s need for clarification and information

3.3 Preparation of competent and appropriate board reports.

Principal should prepare good report material (as required) that keeps the board well informed such that they are confident in fulfilling their role.

3.4 Professional creative initiative to outwork board policy, mission & strategic plan

Principal should consistently take creative initiative to outwork policy and mission directives of the board.



Principal’s Proficiency Domain 4: Selection and orientation of Teaching Staff Principal should appoint, orient, support and evaluate teaching staff who are suitable to the school’s mission/vision.


4.1 Selection and allocation of appropriate teaching staff

Principal effectively identifies, pursues, and employs teachers who are appropriately qualified and skilled, share the mission/vision and vision of the school, have personal faith and character suitable to Christian leadership, and their personality, interests and experiences are an “excellent fit” to the school’s needs.

4.2 Induction and support of new teachers

Principal effectively implements a program to systematically orient, train, and support new teachers, beginning before the first day of school and continuing through their early years of teaching.

4.3 Evaluation of teaching staff

Principal consistently and effectively implements an evaluation system that facilitates both continual improvement of the teaching staff and appropriate and timely removal of teachers who are unable or unwilling to improve.

.

. Describe the specific areas of knowledge/skill do I need to gain/improve? (This will be transferred to the personal development goals page)


Principal’s Proficiency Domain 5: Selection and orientation of Non-Teaching Staff Principal should appoint, orient, support and evaluate non-teaching staff who are suitable to the school’s mission/vision.


5.1 Selection and allocation of appropriate non-teaching staff

Principal effectively identifies and employs non-teaching staff who are appropriately qualified and skilled, share the mission and vision of the school, have personal faith and character suitable to Christian service and the personality, interests and experiences that are a “good fit” to the school’s needs.

5.2 Induction and support of new non-teaching staff

Principal effectively implements a program to systematically train and support new non-teaching staff, beginning before the first day of school and continuing through their early years of service.

5.3 Evaluation of non-teaching staff

Principal consistently and effectively implements an evaluation and system that facilitates both continual improvement of the non-teaching staff and appropriate and timely removal of staff who are unable or unwilling to improve.

.



Principal’s Proficiency Domain 6: Leadership of the Staff Principal should appoint and develop a skilful and cohesive leadership team to ensure the ongoing effectiveness and health of the school.


6.1 Discerning employment of appropriate staff

Principal consistently demonstrates excellent discernment in his/her employment of staff who are appropriately qualified, spiritually attuned, personally whole, and suitably capable of engaging and leading young people.

6.2 Leadership of staff to fulfil school mission/vision

Principal consistently expresses a dynamic leadership of staff towards their unified and growing expression of personal gifting in meeting the school’s mission/vision

6.3 Recognises and celebrates achievements of staff

Principal consistently and systematically recognises and celebrates the achievements of staff individuals and teams.

6.4 Dealing with conflicts and problems with staff

Principal consistently discerns functional and relational glitches and sensitively and seamlessly deals with them to maintain harmony and function in the staff.

6.5 Development of staff leadership team

Principal consistently gives excellent leadership to the dynamic development of staff leadership team to reflect and outwork the school mission/vision and productively lead their own spheres of responsibility.

.



Principal’s Proficiency Domain 7: Establishment and development of leadership sphere responsibilities Principal should effectively develop and define spheres of leadership responsibility suitable to the size of the school, then effectively delegate to optimize his/her own leadership and the leadership of every aspect of the school.


7.1 Establishes leadership spheres with clear responsibility descriptions

Principal accurately discerns school’s need for leadership responsibilities and forms them into clearly defined spheres with well-articulated job descriptions.

7.2 Periodically reviews & renews leadership sphere responsibility descriptions

Principal is acutely sensitive to changing leadership needs of the school and at appropriate times, effectively reviews and reformulates sphere leadership responsibilities and job descriptions

7.3 Effectively delegates sphere leadership & manages accountability

Principal consistently and effectively delegates. Sphere leaders lead with initiative and clarity. There are good accountability processes in place. Staff are sensitively led and feel able to take creative initiative while maintaining consistent and accountable culture.

7.4 Develops leaders to effectively lead responsibility spheres

Principal is systematically develops the personal and professional skills of each sphere leader such that he/she grows in confidence, initiative, and effectiveness as a leader.

.



Principal’s Proficiency Domain 8: Development of Staff culture Principal should oversee the development t of a staff culture that is warm, spiritually sensitive, supportive and productive.


8.1 Good staff culture

Principal consistently succeeds in developing a positive, warm, cooperative, productive, & Godly staff culture.

8.2 Creative Initiative

Principal consistently proactively encourages staff in their individual creative initiative in their work. All of the staff feel vitally involved in the vision, life and work of the school.

8.3 Submission to teams and leaders

Principal proactively instructs staff and monitors the way individuals submit their creative initiatives to their teams and leaders for the productive harmony of the school.

8.4 Values staff spiritual contribution.

Principal is sensitive to the spiritual giftings and experiences of all staff members and consistently and proactively encourages their contributions.

8.5 Safe expression of dissonance & concerns

Principal develops in all leaders the sprit and procedures to encourage staff to express dissonance and concerns. Staff members are consistently confident that they are appreciated for their expressions, and that appropriate consideration and action will be taken re their concerns.

.



Principal’s Proficiency Domain 9: Personal Professional Development Principal should undergo regular appraisal of his/her performance and engage in effective ongoing professional development strategies to ensure continual growth in his/her knowledge and leadership effectiveness


9.1 Regular Professional Appraisal

Principal initiates and actively engages professional appraisal of his/her skills and function that accurately identifies developmental needs.

9.2 Sets goals and development plans for personal professional development

Principal responds to his/her appraisal by setting detailed and well-crafted goals and development plans for each area indicating development need.

9.3 Implements goals for personal professional development

Principal makes a high priority of actively implementing the actions in his/her professional development plans.

9.4 Keeps abreast of educational literature and developments

Principal keeps up to date with professional reading and networking across a comprehensive range of educational areas and consistently applies growing knowledge to leadership and decision making in the school.



Principal’s Proficiency Domain 10: Applies Contemporary Professional Knowledge Principal should understand contemporary research and literature in areas of educational leadership, teaching and learning, and child development and apply it to meet the need of students.


10.1 Leadership theory and practice

Principal has a comprehensive understanding of contemporary leadership theory in a Christian worldview context and effectively applies that knowledge to school leadership and improvement

10.2 Teaching, learning and child development

Principal actively keeps abreast of current research into teaching, learning and child development, and consistently and effectively applies it to meeting the needs of students in the school

10.3 Education policy, schooling and social trends, and developments.

Principal has a comprehensive understanding of current developments in education policy, schooling and social and environmental trends and developments and consistently and effectively applies it to improve educational opportunities within the school



Principal’s Proficiency Domain 11: Professional Development of Staff Principal should effectively appraise staff performance and facilitate effective ongoing professional development strategies to ensure continual growth and school effectiveness.


11.1 Appraises teaching staff effectiveness

Principal should appraise the skills and function of the teaching staff and accurately identify developmental needs.

11.2 Facilitates setting & implementation of developmental goals for teaching staff

Principal should respond to teacher appraisal by facilitating the setting & implementation of appropriate developmental goals for each individual teacher.

11.3 Appraises non-teaching staff effectiveness

Principal should appraise the skills and function of the non-teaching staff and accurately identify developmental needs.

11.4 Facilitates setting & implementation of developmental goals for non-teaching staff

Principal should respond to non-teaching staff appraisal by facilitating the setting & implementation of appropriate developmental goals for each individual staff member.



Principal’s Proficiency Domain 12: Professional Development of Leaders and Succession planning Principal should facilitate effective ongoing professional development strategies to ensure continual growth of leaders both within and beyond his/her own school. This development should result in the active planning for well-prepared ongoing leadership succession.

Skill area Function description Research topics: How does the principal do this? What other personnel are deployed in the school to handle aspects of this function? How does the principal ensure completion and accountability for these tasks? What problems or pitfalls am I likely to encounter in this domain when I start my role as a principal?

12.1 Identification of emerging leaders in current staff

Principal should be actively and strategically engaged in identifying and encouraging the emergence of leadership among his/her current staff.

12.2 Engagement with strategic and visionary professional development of leaders

Principal should strategically plan and initiate development of emerging leaders’ vision and skills with view to preparing them for the next and future steps in their advancement to senior leadership roles

12.3 Facilitation of networked leadership development

Principal should actively and strategically facilitate the development of leaders in a system-wide setting with view to ensuring that Christian schools will have a well-prepared next generation of senior leaders.

12.4 Engagement with succession planning for senior leadership of the current school

Principal should actively work with the board chair to identify the school’s needs for succession for all senior leadership positions and strategically plan appropriate transition/succession processes.



Principal’s Proficiency Domain 13: Effective Administration of the School organization Principal should understand and work effectively with the staff leaders to administer the school’s operations to ensure its efficiency and credibility.


13.1 Development of efficient administration structures

Principal consistently sets up and maintains very effective administrative structures such that school administration is extremely well ordered & efficient

13.2 Uses an appropriate range of technologies to manage the school.

Principal ensures that the school pursues ongoing research and development of an appropriate range of technologies to effectively and efficiently manage the school

13.3 Leadership of administration functions

Principal consistently provides inspirational leadership to school administration personnel and quickly and efficiently resolves problems and improves performance



PRINCIPAL’S PROFICIENCY DOMAIN 14: ENGAGEMENT WITH THE SCHOOL COMMUNITY Principal should understand and effectively engage with the school community to facilitate productive community support for the school


14.1 Understanding of school community

Principal exhibits an excellent understanding of the nature and peculiarities of the school community and gains a high level of community confidence by his/her appropriate and sensitive communication & responses

14.2 Dealing with sensitive community issues

Principal has an excellent level of discernment of potentially difficult community issues and & exhibits excellent and timely communication that deals sensitively & productively with those issues

14.3 Management of community events & school promotion

Principal consistently plans and executes excellent community events and processes for the expression of the life of the school, for the facilitation of productive communication & cooperation within the school community, and the promotion of the school.

14.4 Develops partnerships with students’ families & carers

Principal proactively develops and maintains positive partnerships with students’ families and carers and invites their active participation in enhancing student learning.

14.5 Seeks feedback from families and carers and the wider community

Principal proactively seeks feedback from families and carers and the wider community



PRINCIPAL’S PROFICIENCY DOMAIN 15 (PAGE 1): ENGAGEMENT WITH AND RESPONSE TO THE LOCAL COMMUNITY, ITS NEEDS AND DIVERSITY The principal should understand and effectively engage with the local community to facilitate productive community support for the school, and ensure that the school develops a culture of appreciation for diversity, equity of educational opportunity, and inclusion.


15.1 Engagement with local churches

Principal consistently facilitates excellent dynamic relationships with local churches with view to enhancing school-church cooperation in the business of equipping the child for a life of service in God’s world.

15.2 Engagement with broader (non-church) community

Principal consistently facilitates excellent dynamic relationships with broader community, local businesses & community organizations with view to enhancing community-school cooperation in the business of equipping the child for a life of service in God’s world.

15.3 Recognises and uses language and cultural resources of the local community

Principal highly values and appreciates the rich and diverse linguistic and cultural resources inherent in the multicultural nature of the school community, and skilfully uses those resources to enrich the educational program of the school and establish a culture of inclusion.

15.4 Liaison & consultation with the broader community

Principal is actively engaged in the broader community and develops and maintains structures for effective liaison and consultation to develop partnerships with the school’s broader community e.g. churches, community groups, agencies, individuals and businesses



PRINCIPAL’S PROFICIENCY DOMAIN 15 (PAGE 2): ENGAGEMENT WITH AND RESPONSE TO THE LOCAL COMMUNITY, ITS NEEDS AND DIVERSITY The principal should understand and effectively engage with the local community to facilitate productive community support for the school, and ensure that the school develops a culture of appreciation for diversity, equity of educational opportunity, and inclusion.


15.5 Fosters understanding and reconciliation between cultures.

Principal highly values and proactively works towards harmony and reconciliation between cultures in the school community that have had a history of offence or conflict, particularly the Australian indigenous cultures.

15.6 Fosters educational equity in the school.

Principal is a passionate advocate for equity in educational opportunity, and consistently develops effective strategies to ensure it is a reality in the school, including countering discrimination and the impact of physical, social and economic disadvantage

15.7 Support for people in the school community with complex challenges.

Principal recognises and proactively puts in place support programs to address the needs of students, families and carers from communities facing complex challenges

15.8 Cooperates with community agencies to protect and support children and young people.

Principal proactively develops informed and cooperative relationships with relevant government and community agencies to protect and support children and young people.



Principal’s Proficiency Domain 16 (page 1): Instructional Leadership -the educational direction of the school Principal should have a good understanding of educational processes and have effective strategies and leadership teams to produce good educational outcomes in the school.


16.1 Understands educational processes

Principal has an excellent and detailed understanding of the educational processes and expected outcomes of every aspect of the school.

16.2 Leadership of educational processes

Principal gives effective inspiring dynamic leadership to the educational processes of the school.

16.3 Fosters creativity, innovation and the use of appropriate new technologies

Principal proactively pursues initiatives to foster in the school’s programs and culture creativity, innovation and the use of appropriate new technologies

16.4 Focus on individual student’s achievement

Principal consistently and effectively ensures that the whole school’s curriculum, procedures and culture are focussed on facilitating individual student’s growth and achievement.

16.5 Appoints appropriate educational leaders

Principal demonstrates excellent capacity to attract to the school and to appoint appropriately skilled group of educational leaders.



Principal’s Proficiency Domain 16 (page 2): Instructional Leadership -the educational direction of the school Principal should have a good understanding of educational processes and have effective strategies and leadership teams to produce good educational outcomes in the school.


16.6 Equity of educational outcomes

Principal consistently and effectively ensures that all educational strategies are aimed at securing equity of educational outcomes

16.7 Develops educational leadership team

Principal clearly defines educational leadership roles, develops their leadership skills excellently, and is extremely effective in working with them as an educational leadership team.

16.8 Monitors educational outcomes

Principal has a regularly and effectively uses data and observation to monitor the educational outcomes of every aspect of the school.

16.9 Develops educational strategic goals

Principal consistently and effectively uses the results of monitoring to develop comprehensive and visionary educational strategic goals that fit within the umbrella of the school’s strategic plan.



Principal’s Proficiency Domain 17: Leadership of the student culture of the school Principal should be skilful in the development and maintenance of a safe, productive and Godly student culture in the school.


17.1 Christian perspective of student culture

Principal should understand and articulate a Christian perspective of student behaviour, attitudes, spirituality, and relationships in the context of the school mission.

17.2 Leadership and culture setting with students

Principal should give leadership to the student culture of the school by clearly defining and dynamically articulating student culture in all spheres of his/her communication. This should result in students’ respectful & enthusiastic response to the principal's leadership.

17.3 Leadership to staff re student culture

Principal should give give inspirational and clear leadership to the staff in setting and maintaining student culture. This should result in teachers confidently and enthusiastically working at maintaining good student culture.

17.4 Monitors & Redirects school culture

Principal monitors school culture excellently, and develops and implements dynamic and effective school culture redirection as needed.

17.5 Develops & implements student culture goals

Principal should develop and implement a set of developmental student culture goals that fit within the umbrella of the school’s strategic plan

.



Principal’s Proficiency Domain 18: Leadership of the business/financial functions of the school Principal should understand and work effectively with the Business Manager to ensure that the school’s finances are properly planned and managed.


18.1 Appointment of Business Manager and business office staff

Principal demonstrates excellent capacity to attract to the school, and to appoint an appropriately skilled Business Manager and business office staff. He/she clearly defines their roles, develops their leadership skills excellently, and is extremely effective in working with them as a business team.

18.2 Runs on efficient business office

Principal works excellently with the Business Manager to facilitate the development of a very effective business and clerical office

18.3 Produces effective and strategic budgets

Principal, with the Business Manager produces excellently formulated and realistic budgets that make accurate and, insightful provision for the short term running of the school, and provide excellently for the school’s strategic forward planning.

18.4 Manages budget expenditure

Principal, with the Business Manager, excellently manages expenditure within budget constraints.

18.5 Produces accurate financial reports

Principal, with the Business Manager, develops excellent, accurate, coherent and transparent financial reports for monthly board meetings.

.



PRINCIPAL’S PROFICIENCY Domain 19: Leadership of school infrastructure development Principal should understand and work effectively with the Business Manager to ensure that the school’s infrastructure is properly planned and managed.


19.1 Develops long-term plans for school infrastructure.

Principal develops an excellent visionary long-term infrastructure plan for the school that fits with the school mission/vision and is based on a realistic projection of the school’s future direction & capacity.

19.2 Appoints appropriate personnel to advise & mange infrastructure development.

Principal demonstrates excellent capacity to attract to the school and to appoint appropriately skilled personnel to advise & mange infrastructure development. He/she clearly defines their roles, monitors their work and is extremely effective in working with them in infrastructure planning and development

.



Principal’s Proficiency Domain 20: Maintenance of effective working relationship with government regulatory Bodies Principal should understand and work effectively with government regulatory bodies dealing with curriculum, registration, accountability, industrial relations, child protection, etc. to ensure the integrity and credibility of the school.


20.1 Knowledge of regulatory bodies and requirements.

Principal has an excellent knowledge of the organizations to which the school is accountable, and of the details of the compliance requirements of these bodies.

20.2 Working relationship with regulatory authorities.

Principal has an excellent working relationship with the officers of the regulatory bodies that is characterised by good will and mutual confidence

20.3 Ensures school operations are compliant.

Principal systematically monitors school operations and acts effectively to ensure that the operations of the school are constantly compliant with the requirements.

20.4 Effectively completes compliance administration.

Principal effectively completes all compliance administration within appropriate time frames and in a manner that gives the regulatory bodies confidence in the competence of the school and its leadership

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Principals’ Proficiency Domain 21: Expression of Christlike Servant Leadership The Principal should embody servant leadership in the manner taught and embodied by Jesus so as to successfully lead the school and produce Godly fruits in people’s lives.

Skill area Function description Research topics: How does the principal know/find out the extent to which he/she is displaying these qualities & skills? How does he/she correct or improve in these areas? How does he/she correct or assist the growth of leaders & staff in these matters?

21.1 Knowledge of servant leadership theory

The principal has an excellent understanding of the scriptural teaching on servant leadership and its contrast with self-centred leadership

21.2 Communication of servant leadership theory

The principal consistently and effectively teaches others to understand the contrast in concepts of servant and self-centred leadership

21.3 Personal embodiment of servant leadership

The principal consistently demonstrates servant leadership throughout all of his/her interactions with people. His/her leadership has an affirming and positive effect on the people he/she leads

21.4 Identification of self-centred leadership

The principal is appropriately sensitive to even subtle occurrences of self-centred leadership in students and staff

21.5 Correction of self-centred leadership.

The principal consistently demonstrates a swift and effective action to instruct and correct students and staff who display self-centred leadership characteristics

.



Principals’ Proficiency Domain 22: Relational Capability Principal should demonstrate relational capabilities that make him/her both an example to the school community and a facilitator of harmonious, happy and productive relationships in the school..


22.1Ability to listen to others

Principal always listens carefully to others and obviously processes the information they have given before speaking or acting. He/she encourages others to do the same.

22.2 Sensitivity to the needs & feelings of those around me

Principal accurately reads others’ feelings and needs consistently. He/she responds sensitively to their needs or feelings, and assists others to also respond appropriately.

22.3 Ability to communicate ideas and directions effectively

Principal puts a lot of effort into preparing for and executing the coherent communication of ideas for the benefit and instruction of others.

22.4 Advocacy for righteousness and justice

Principal passionately speaks out and firmly advocates for what is ethically right and best for students, staff, and the school even when it is difficult to do so and potentially at cost to his/her approval by some individuals or groups.

22.5 Challenges unethical practices.

Principal is known in the school community for his/her commitment to challenging unethical school practices or staff, students, and parents who speak or act contrary to Christian values or professional ethics.

.



Principals’ Proficiency Domain 23: Handling Conflict, Stresses, & Crises The Principal should have a high level of conflict and crisis management skills to quickly identify and effectively facilitate the management of stressful issues and the resolution of conflict in the school community.


23.1 Willingness to adapt behaviour to enhance harmony

Principal is quick to respond to interpersonal tensions, frustrations, or inefficiencies by willingly modifying his/her behaviour or speech. He/she is known as a strong positive contributor to the staff team.

23.2 Responds graciously to conflict

Principal shows a strong desire to exercise grace in conflict by being willing to see the other person’s point of view, give the benefit of doubt, and to work towards resolution

23.3 Preparedness to forgive and move on.

Principal demonstrates a strong desire to forgive wrongs or errors and encourages others to do likewise. He/she is able to move on for the sake of pursuing the mission/vision.

23.4 Knowledge of and adherence to school grievance policy

Principal shows strong desire for restoration and initiates proper action under the grievance policy when he/she realizes the conflict has become a serious grievance.

23.5 Acts constructively under pressure

Principal consistently prioritises and acts effectively and constructively in response to constant stresses of numerous pressing priorities and conflicting demands

23.6 Action in times of uncertainty

Principal consistently takes effective appropriate action in times of uncertainty in the areas that are within his/her control

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Principals’ Proficiency Domain 24: Work-Life Balance & Personal Wholeness The Principal should maintain his/her personal and family life in balance with meeting his/her professional responsibilities.


22.1 Maintains marriage and family

Principal’s professional commitments are kept in good balance with family responsibilities & relationships. The principal’s family is stable and healthy and he/she has effective strategies to prevent work from having a detrimental effect on his/her family.

22.2 Maintains personal health & emotional wellbeing

Principal meets his/her professional commitments with an excellent level of care for his/her physical & emotional health. He/she has strategies in place to maintain an excellent level of physical and emotional health over the long term of professional service.

22.3 Maintains healthy breadth of relationships

Principal has a very healthy range of fulfilling, supportive and corrective personal relationships both within and outside of his/her professional circle.

22.4 Maintains healthy breadth personal interests

Principal has a well-balanced and healthy range of personal interests alongside a passionate embrace of professional responsibility.

22.5 Attends to personal & spiritual growth

Principal’s meets his/her professional commitments with an excellent level of care for his/her personal and spiritual growth. He/she has effective strategies in place to maintain an excellent level of personal and spiritual health and growth over the long term of professional service.



Principal’s Proficiency Domain 25 (Page 1): Change management & Innovation The Principal should plan, implement, and manage transformational change and innovation for optimum effectiveness and with appropriate staff and school community support.


25.1 Accurate perception of current situation

Principal demonstrates an accurate and comprehensive knowledge of the situations, values and perceptions that currently exist in the staff and school community on the issues that are related to the proposed changes and innovation

25.2 Planning is consistent expression of the strategic and transformational directions of school

Principal’s change and innovation planning is a well conceived and creative expression of the strategic and transformational aspirations of the school community.

25.3 Adequate planning for change and innovation

Principal consistently effectively plans for change and innovation with the effect that change and innovation is smooth, achieves the proposed improvement, and is enthusiastically accepted.

25.4 Problem solving, creative thinking and strategic planning

Principal consistently demonstrates a high level of skills in problem solving, creative thinking and strategic planning to ensure the continuous improvement of the school’s programs and culture.

.



Principal’s Proficiency Domain 25 (Page 2): Change management & Innovation The Principal should plan, implement, and manage transformational change and innovation for optimum effectiveness and with appropriate staff and school community support.


25.5 Articulation of change and innovation need to staff

Principal consistently and systematically articulates to school staff coherent and convincing reasons and directions for change and innovation.

25.6 Articulation of change and innovation to school community.

Principal consistently and systematically articulates to the school community coherent and convincing reasons and directions for change and innovation.

25.7 Management of personnel attitudes and needs through change and innovation

Principal is consistently and acutely sensitive to staff perceptions, limitations, and needs in the change and innovation process, with the result that staff are consistently helped and have time to get “on board” with the change and innovation.

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Principal’s Proficiency Domain 26: Suitability to development stage of the school

It is critical that the Principal’s skills set and personal situation is suitable to the ongoing leadership and development of the school at its current stage of growth and development. In discussing this topic, use the descriptors for stages of school development/growth (Appendix 1 at end of this document) to select the current growth/ development stage of your school, and then discuss how the principal feels things are going with his/her leadership on the matters described for that stage.

Current School

Growth/Devt Stage

Function description

Research topics: How does the principal know/find out the extent to which he/she is displaying these qualities & skills? How would he/she respond if it was felt the school had grown beyond his/her capacities? How would he/she know? What would he/she do? How would he/she correct or improve in these areas?

26.1 Founding or Pioneer stage

Principal consistently demonstrates and communicates to board & the school community the requirements to lead a school at this stage,. He/she is highly proficient in meeting all of these requirements.

26.2 Older Small School

26.3 Developing Stage

26.4 Establishment stage

26.5 Post-Establishment stage

.



Attachment #2 - Emerging Leader’s Personal Professional Learning Plan

Introduction

The professional learning plan for the Emerging Leaders’ Training Module will be based on a number of inputs:

the items and issues from the participant’s analysis of principals’ skills & attributes

the discernment of the participants own needs/weaknesses in his/her leadership skills.

Once the issues that are to be subject of development are established, they will be turned into explicitly stated goals (or learning outcomes) and

strategic action plans (see the Emerging Leader’s Professional Learning Plan Template on the following page). The goals and plans will be

moulded to meet the “MATE” test. That is, each goal and plan will be:

Measurable – Each statement is explicit such that I can objectively determine (measure) at which point I have achieved it.

Achievable – This goal is a practicable thing for me to achieve within the time frame – I really believe I can do it..

Time-framed – I know exactly when I plan to do each task to achieve this goal

Executive-planned – I have a planned an explicit strategic action or process to work toward fulfilling this goal.

The participant will be assisted in the process of writing the plans to include effective action/learning strategies. Some of the action/learning

strategies that might be included are:

A directed reading program

A clinical supervision process (having another leader observe and give feedback)

An action-research project (form a plan to develop something, measure its current state, execute the plan, measure the outcomes, conclude

& learn)

Identifying and activating key learning relationships (stimulating colleagues, mentors, & “gurus”)

Attendance of conferences/training programs

360 degree analysis of current performance

Almost all action/learning process will be accompanied by reflective journaling.

Toward the end of the year, the participant will seek the advice of his/her supervisor re his/her progress, then have a meeting with Ray Tiller to

review, fine-tune, or redirect the professional learning plan for the following year.

The following pages contain templates for: planning your professional learning; facilitating professional input; networking; and strategic tasking.


Emerging Leader’s Professional Learning Plan Template

Items being addressed Goal Strategic Learning Plan Timeframes

Write in here the “zone” of the

issue being addressed

… eg Handling conflict, or

prioritizing & delegating tasks,

etc

Write here the first explicitly stated goal or

objective that you want to achieve within this

“zone”

… eg,” I want to be able to identify and intervene

early in conflict between staff members and bring

harmonious restoration”

Write here the explicitly stated strategic processes that

you plan to do in order to achieve the goals/objectives.

.. eg,

1. Read ….. re conflict management

2. Discuss my own handling of …. with my

principal

3. Talk to school counsellor re strategies

4. Select an issue of conflict, write a plan of my

intentions, discuss it with …. & modify it.

5. Carry out my plan under clinical supervision

by …

6. Seek feedback

7. Journal my reflections.

Write here planned

completion dates for

each of the items in

the previous column.

Write here the second explicitly stated goal or


“zone”

Write here the third explicitly stated goal or


“zone”

A. Developing Professional Input Connections.

There are three categories of people who will have productive input to your professional life:

Stimulating Colleagues: These are people who you probable work with or have some regular contact. They enrich you, give you ideas, and encourage you. You usually feel more inspired after being with them. They are not necessarily more skilled or in a higher position than you.

Exemplar Advisors: These people are ones you know well, but you may or may not have frequent or close contact. They are usually more skilled or in a higher position than you. They have walked the track before you and you trust their track record.

They have the right advice for you at the right time

“Gurus”: You may or may not know these people on a personal basis. They write or speak material that re-sets your paradigms or gives who whole new ways to view life or understand reality.

A part of your professional learning is to identify these people for this phase of your life and plan how you will access their benefits to your growth.


Executive Planning for your Professional Input Connections: Write in the names of the people in each category and note an executive plan for how you will access these people, and critical dates:

Category Names Executive Plan for Access Critical Dates

Stim

ula

tin

g C

olle

agu

es

For Example: Mary Smith

I will ask Mary to meet with me periodically (perhaps a couple of times per term) for a chat about our activities & aspirations. We will set dates & locations for our meetings in our diaries.

Ask Mary by 25th April 2013

Exe

mp

lar

Ad

viso

rs

Gu

rus


B. Networking The principal will need a network for the following functions in his/her growth and professional effectiveness. At this stage of your development, you should consider developing and activating a set of networks for your own professional function.

Network Person/Group Function of the network for your growth and professional effectiveness

1. People who are doing similar jobs to yours in other schools. (eg; another individual or network group)

Compare your function with somebody else doing the same job.

Get an objective outside view of how you do your job.

Get ideas about what is being achieved through someone else’s approach to your job.

2. Expert practitioners in particular fields related to you and your team’s functions. (eg; other teachers who have a particular strength or active project)

Get information or advice for particular situations or projects.

Know where to send one of the people in your team for assistance, advice, or inspiration as a part of their professional learning.

3. Specialists in areas not related to you or your team’s functions. (eg; legal or medical specialists)

Know where to get help for yourself or issues that need another specialist

Know where to send clientele who may need the services of a specialist.


Executive Planning for your Networking:

1. People who are doing similar jobs to yours in other schools.

Name of Network Person or Group

Function of network in your or your team’s development or function

How you will activate the network relationship?

2. Expert practitioners in fields related to you and your team’s functions.

Name Function in your or your team’s development or function

How you will activate the network relationship

3. Specialists in areas not related to you and your team’s functions.

Name Function in your or your team’s development or function

How you will activate the network relationship


C. Professional Strategic Tasks & Projections. The Principal will be responsible for the development of a set of tasks & projections in keeping with the school mission and Board’s strategic plan. At this stage of your development, you may like to use this principal’s strategic tasking template to do a strategic tasking process for your own areas of responsibility.

Tasks & Projections for - Task Detail Strategic Plans Stakeholders Timeframes Student Management & Training

Curriculum Development

Assessment & Reporting

School Culture Reward & Encouragement

Critical Zone Education Initiatives

Staffing Staff Professional Development

Student Spiritually


Building & Property Development

Promotions


Attachment #3 - 360 degree interview template

Instructions for using the template:

The following interview questions are adapted from lists of leadership qualities and proficiencies:

- Part A is a list of personal leadership attributes adapted from a 1990’s research project by the International Consortium for Executive Development Research to identify those characteristics which identified individuals with ‘high potential’ as future successful leaders.

- Part B is a list of functional proficiencies seen in leaders who are successful in meeting strategic outcomes by facilitating effective engagement of their staff in the school mission.

You can use this as a tool to do a 360 degree review of how you are going as a leader: Follow this process:

1. Choose one or more people from each of the three “compass points” in your professional life with view to seeking their view of you and their insights into how you are perceived by others:

North (0/360) = Board chair or his/her delegate;

East & West (90/270) = another principal or a colleague in the school who is your “equal” or “peer”;

South (180) = a few of your staff (eg: middle-level leaders, business manager, teacher, etc)

2. Invite each person to participate and give them the letter and Interview questions at Appendix 1. The letter invites participants to rate you 1 – 10 on each question (1 = poor, worst, etc …. 10 = best, outstanding etc) and make notes to illustrate or qualify the rating.

3. Arrange a one-on-one interview with each person to hear their thoughts. I advise that you do not collect written responses. Instead take notes as the person speaks with you in the interview.

4. After the interviews, use the template at C to collate your thoughts about possible development targets indicated by the interviews.


A. Personality & Character Attributes

Skill or Attribute Zone

Typical Interview Questions North Responses West & East Responses South Responses My Reflections on this Zone

Servant Leadership

To what extent do you feel that I am sincerely committed to the welfare and success of the people I lead and/or the benefit of our organization. Or do you feel I am more interested in getting my own way, or making myself look good?

Integrity & trust

To what extent do people feel safe under my leadership? Or are they fearful of my actions or intentions? Do you trust me, are there any times that you have felt betrayed by me or suspicious of me, or felt that I have ulterior motives?

Willingness to Learn, grow & change

To what degree do you feel that I seek opportunities to learn, grow & change through my experiences? Do you think I seek and use feedback and learn from my mistakes? Do you feel I am open to and properly responsive to constructive criticism?

Courage To what extent do you think I have the courage to take risks? Do you feel I am prepared to confront issues rather than just sweep things under the carpet?

Insight To what extent do you think I am insightful? Do you feel I am skilful at picking up and understanding the real underlying issues? Or are there


times when I just don’t seem to “get it”?

Professional skill & respect

How well do you & others regard my level of professionalism and skills in the areas in which I give leadership?

Is committed to making a difference

To what extent do you feel that I am committed to improve the achievement of our mission? Or do you feel I am just accepting our weaknesses & limitations because I don’t have the energy or courage to make changes?

Brings out the best in people

To what extent does my leadership evoke the best efforts, contributions, cooperation and enthusiasm in those I lead?


B. Functional Proficiency

Skill or Attribute Zone

Typical Interview Questions North Responses West & East Responses South Responses My Reflections on this Zone

Problem Solving

To what extent do you feel that I am technically skilful and resourceful in finding realistic solutions to challenges & problems we face in our workplace?

Strategising To what extent do you feel I am able to set in place realistic strategies for moving forward in the vision and mission of the school?

Motivating Staff engagement

To what degree do you feel that I am successful in motivating and inspiring you to engage enthusiastically with the mission and function of our work?

“Selling” the Vision & mission of the school

To what extent do you think I give the picture of our vision and mission to you and the staff and inspire you to pursue it?

Participative leadership

To what extent do you think I involve you and others in the processes of discussion of issues, and consultation re decisions?


Personal care for individual staff

To what extent do you feel I encourage you (and others), recognise your unique giftings, and support your function?

Delegation and job descriptions

To what extent do you feel I have appropriately delegated tasks and responsibilities to you and others, and ensured that your job description is appropriate and properly linked to others’ functions?

Evaluation and renewal

To what extent do you feel I am sensitively evaluating the effectiveness of our operation and taking appropriate steps to refresh or renew our practices?


C. Some development targets suggested by my 360 degree self-assessment interviews:

Skill or attribute zone of deficit or in need

of development

What the deficit or development need looks like

Development Target (ie, what my performance will look like

when I am doing well in this skill or attribute zone)

Some possible strategies to help me develop towards my target in this skill or attribute zone


Appendix A to Attachment #3– Template for preparing 360 degree self-appraisal interviewees

You may like to copy & paste this letter and the interview questions table and give it to each person you have chosen to interview.

Dear xxxxxxxxxx,

I am currently engaged in a program to appraise my performance as a leader so that I can set some appropriate goals for my professional

development.

One of the appraisal processes is a “360 degree self-appraisal” which requires me to interview a number of people involved with the school to

gain their opinions and insights regarding my performance as a leader and which areas I need to improve or develop.

I would like to invite you to assist me by participating in a one-on-one personal interview which will include the topics and questions on the two

tables attached. If you are willing to help me in this way, could you please read the questions and prayerfully consider your opinions. In the

“Rating column, put your rating (1 = worst; 10 = best). Please feel free to make notes for your own reference, but I do not want a written response

– I will hear and note your thoughts and advice in our discussion.

It is important to me that you feel free to speak your mind openly and frankly, even in areas where you feel it might be difficult for me. This

process will be of little value in my personal and professional growth if people don’t “tell it like it is”! I give you my sincere assurance that I will

not harbour negative feelings towards you for frankly expressing your thoughts.

Thanks working with me and for your important contribution to my professional development.

Regards,

Xxxx

Principal


A.. Questions for our discussion re Personality & Character Attributes

Skill or Attribute Zone Typical Interview Questions Rating Notes

Servant Leadership To what extent do you feel that I am sincerely committed to the welfare and success of the people I lead and/or the benefit of our organisation? Or do you feel I am more interested in getting my own way, or making myself look good?

Integrity & trust To what extent do people feel safe under my leadership? Or are they fearful of my actions or intentions? Do you trust me, are there any times that you have felt betrayed by me or suspicious of me, or felt that I have ulterior motives?

Willingness to Learn, grow & change

To what degree do you feel that I seek opportunities to learn, grow & change through my experiences? Do you think I seek and use feedback and learn from my mistakes? Do you feel I am open to and properly responsive to constructive criticism?

Courage To what extent do you think I have the courage to take risks? Do you feel I am prepared to confront issues rather than just sweep things under the carpet?

Insight To what extent do you think I am insightful? Do you feel I am skilful at picking up and understanding the real underlying issues? Or are there times when I just don’t seem to “get it”?

Professional skill & respect How well do you & others regard my level of professionalism and skills in the areas in which I give leadership?

Is committed to making a difference

To what extent do you feel that I am committed to improve the achievement of our mission? Or do you feel I am just accepting our weaknesses & limitations because I don’t have the energy or courage to make changes?

Brings out the best in people To what extent does my leadership evoke the best efforts, contributions, cooperation and enthusiasm in those I lead?


B.. Questions for our discussion re Functional Proficiency

Skill or Attribute Zone Typical Interview Questions Rating Notes

Problem Solving To what extent do you feel that I am technically skilful and resourceful in finding realistic solutions to challenges & problems we face in our workplace?

Strategising To what extent do you feel I am able to set in place realistic strategies for moving forward in the vision and mission of the school?

Motivating Staff engagement To what degree do you feel that I am successful in motivating and inspiring you to engage enthusiastically with the mission and function of our work?

“Selling” the Vision & mission of the school

To what extent do you think I give the picture of our vision and mission to you and the staff and inspire you to pursue it?

Participative leadership To what extent do you think I involve you and others in the processes of discussion of issues, and consultation re decisions?

Personal care for individual staff

To what extent do you feel I encourage you (and others), recognise your unique giftings, and support your function?

Delegation and job descriptions

To what extent do you feel I have appropriately delegated tasks and responsibilities to you and others, and ensured that your job description is appropriate and properly linked to others’ functions?

Evaluation and renewal To what extent do you feel I am sensitively evaluating the effectiveness of our operation and taking appropriate steps to refresh or renew our practices?


Attachment #4 - Descriptors for the school’s stage of development

School Growth / Develop-ment Stage

Descriptions of what you are likely to see in a school at this stage

16

.1

Fo

un

din

g o

r P

ion

ee

r st

age

School is probably small – usually less than 80 students.

School policies, structures, and culture are being developed and are probably not established or stable.

Principal probably has a substantial teaching load

There are probably few (or no) middle managers or leaders to support the principal’s leadership, so development & delegation of leadership spheres & responsibilities (other than the principal’s) is usually minimal or absent.

Staff members have multiple responsibilities with limited specialisation.

The principal is likely to be seen as the only inspirational leader, culture-setter, disciplinarian, public relations person, communicator and visionary.

The principal is likely to be a “hands-on-everything” leader who takes most of the initiative in the school and everybody needs the principal’s permission for every initiative that happens.

Resources and personnel are limited

Parents are enthusiastic, committed to the “pioneering spirit” and readily give volunteer support and finances to make up for the inadequacies of personnel & resources.

If a church has been the founding “parent” of the school, there is probably a high level of provision by then church (particularly its senior leaders) of leadership initiative, resources, personnel contributions, and physical facilities.

Critical Issues for a Founding/Pioneer School: Some of the critical issues faced by the school community, governance & staff of a founding/pioneer stage school are:

- A clear articulation of a long-term vision & mission which is consistently expressed in the documentation for websites, governance, constitution, curriculum, etc. It is advisable to check that this vision & mission includes:

a. A genuine educational mission that can be recognised by the community at large, not just a small group of enthusiastic parents.

b. A consideration of who the school will potentially minister to and how the mission can be made coherent and desirable for all of the people i8n the target client group.

- A constitution, governance structure, and governance mode of operation that is carefully designed to provide good probity and dynamic forward direction beyond the tenure of the founders. In particular, it is advisable to look to how the relationship with any founding church will be handled when/if the school grows to be bigger and more complex than the church.

- Development of relationships and credibility with key stakeholders (eg, churches, businesses & other community groups) within the region.


1

6.2

Old

er

Smal

l Sch

oo

l

School is small – usually between 50 and 120 students.

In many cases the school has continued to be small and continues over a long period to be only acceptable to a very small demographic, even though its founders (and sometimes current leaders) intended for it to involve a broader demographic in the community.

School policies, structures, and culture are established and assumed.

Principal probably has a substantial teaching load

There are probably few (or no) middle managers or leaders to support the principal’s leadership, so development & delegation of leadership spheres & responsibilities (other than the principal’s) is usually minimal or absent.

Staff members have multiple responsibilities with limited specialisation.

The principal is likely to be seen as the only inspirational leader, culture-setter, disciplinarian, public relations person, communicator and visionary.

The principal is likely to be a “hands-on-everything” leader who takes most of the initiative in the school and everybody needs the principal’s permission for every initiative that happens.

Most of the parents are probably no longer enthusiastic or committed to the “pioneering spirit”. They may not readily give volunteer support and finances to make up for the inadequacies of personnel & resources, leaving the principal with significant and time-consuming challenges in “patching together” innovative ways of meeting the school’s operating needs..

There are probably a lot of part time people offering various specialised aspects of the curriculum. These people are likely to change fairly frequently, leaving the principal with the on-going responsibility to find personnel and make different innovative arrangements to meet the school’s personnel needs.

-

Critical Issues for a Older Small School: Some of the critical issues faced by the school community, governance & staff of a older small school stage school are:

- A revision of the vision & mission to check whether the school is still on track or whether it has lost its way. - A revision of the appropriateness of the expression of that vision & mission through the documentation for websites,

governance, constitution, curriculum, etc. In the revision, it is advisable to check: a. Whether we are happy/convinced that the school should continue to be this size. b. Whether the community at large recognises the mission of the school as a credibly educational mission as well as a

foundationally Christian one. .... or does the community see us as “Mickey mouse” in our educational offerings? c. Whether we have communicated coherently about the nature, benefits of our school to the clientle (particularly local

churches) that we wish to engage. - An appraisal of the capability of our constitution, governance structure, and governance mode of operation that is to provide

good probity and dynamic forward direction beyond the tenure of the founders and the current incumbents. In particular, it is advisable to examine whether the relationship with any founding church is appropriate to the growth and mission of the school.


- An examination of the effectiveness and effect of the school’s relationships and credibility with key stakeholders (eg, churches, businesses & other community groups) within the region.

1

6.3

D

eve

lop

ing

Stag

e

School has been growing numerically over the last few years but is not yet at the capacity that is predicted by the strategic plan of the school. The school may have grown in the last few years from small (say 150’s) to medium size (say 250 – 400).

Staff leadership positions and school culture are in a state of flux and development characterised by: - Periodic reallocation and specialisation of leaders sphere responsibilities and personnel, and changing points of accountability, - Periodic change in the detail of the principal’s job with increasing need to “shed” responsibilities through delegation to other

emerging leaders. - Increasing challenges to the integrity of school culture (eg, ethos, atmosphere, discipline, attitudes, etc - with resultant

concerns from parents) because of the shift from a principal-centric” cultural leadership to a more diverse cultural leadership. This often produces stress on the principal who feels he/she needs to spend more & more time “holding it all together” and feels under increasing pressure from board & parents to keep the culture of the school “the way it used to be”.

Policies, programs, personnel are in a constant developmental state with the consequent sense of both exciting growth and stressful change. Staff cannot assume that what they built last year will be continued in the same way this year.

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Critical Issues for a Developing Stage School: Some of the critical issues faced by the school community, governance & staff of a developing stage school are:

- The capacity of the board & principal to develop a competent strategic plan that addresses developmental needs and directions in a plausible and achievable timeframe.

- The development, review and redevelopment of delegated leadership responsibility spheres as the nu8mber of students & staff increases.

- Maintenance of vision & the intended mission of the school (including its core values in spirituality & school culture) in the context of changing and diversifying leadership roles.


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School is probably more than 10 years old.

Student numbers are either static, growing slowly or fluctuating up & down from year to year.

Policies, programs, staffing roles, school culture are seen to be effective (or relatively so) relatively stable, acceptable (or strongly favoured) to clientele & the school community.

The character (& identified niche) of the school is fairly well understood (and maybe accepted, or even applauded) n the community-at-large.

Leadership teams are functioning on role descriptions and experiences that have established a “tradition” or “heritage” of institutional/cultural values & practice – there is a way to do things that is seen to be established, successful, the “way” of this school, perhaps for a number of years.

Initiatives are handled systematically in the context of their impact on existing successful culture, value and practice. Generally staff members do not have to (or are maybe not permitted to) create or improvise because things have an established policy, pattern, or Mode.

The school board is probably several “generations” old, with few , if any, of the founding members still serving.

Critical Issues for an Establishment Stage School: The critical issue for the establishment stage school is that its very success and stability can begin to become its biggest weakness because of the tendency to get comfortable, to cease being creatively critical, to stop listening clients , staff & community who identify weaknesses, etc. Proactive responses to this could include:

- Initiate a process of reflection on whether the school might soon (or has begun to) manifest some of the negative characteristics of the “Post-Establishment Stage” below.

- Conduct a strategic review of “renewal” or “recommissioning” needs for the school. - Develop a cycle of “renewal” or “recommissioning” processes over a few years. (The test of the effectiveness of these

processes will be the degree to which the school avoids the negative characteristics listed below in the “post-establishment” stage.)

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School is probably 15 - 30 years old.

Student numbers are probably static or fluctuating

Policies, programs, staffing roles, school culture are established in tradition, policy and school community expectation to the extent that people generally don’t question them or they are “non-negotiable givens” of the school’s operations.

Leaders may have been in the school in the same positions for many years.

New staff can sometimes feel frustrated because they are not free to innovate – there seems to be resistance from those who “know how it always has been done”.

New leaders sometimes feel “strangled “in the initiative of their leadership by the staid resistance of the “old guard”.

The school can sometimes feel like the dynamic and vigour of the school’s mission, spirituality, sensitivity to God’s direction, etc has become “encrusted” – some people report that “we seem somehow to have ‘lost our focus’”.

Some schools at this stage can feel that they are in decline.


There is sometimes evident tension between “the benefits of getting new blood and new ideas into the school” and “the old ways are tried & proven, let’s not fix what ‘ain’t broke’!”

The critical issue for a Post-Establishment Stage School is to engage with the school community, governance & staff of a post-to examine the effects of the “encrustation” of the school’s mission, leadership, & culture, and to strategically renew, or “recommission” the school. The following items should be considered :

1. Vision & Mission: Board, principal, senior staff, staff, & parents should revisit and review & refresh your school vision and mission. Depending on need, the school might need assistance to strategise effective communication to key stakeholders.

2. Strategic Planning: Board and senior staff should evaluate the strengths and weakness of the school’s current operations and develop key strategies to fulfil its vision/mission. Depending on need, this process might include: The identification, refinement, and communication of the school’s niche in its community; Evaluation of the effectiveness of the deployment of people and roles in the school’s operations; Professional development of the principal, leaders & staff.

3. Governance: Board and principal should revisit and refresh the school's constitution and governance processes. Depending on need this process might include: Clarifying the constitutional/functional connection and functional harmony between a church and its school; Clarifying the functional relationship between the school board and the principal and executive staff; Evaluating the expertise of board members and the ability of the board to function efficiently.

4. Leadership Refreshment and Development: The school may need to review & refresh leadership structures, job descriptions, and leadership skills. Depending on need we might address: Job descriptions and functional relationships between leaders; Instruction in the concepts of “servant leadership” in the spirit of leaders’ functions; Evaluation of and instruction as needed in the effectiveness of leadership skills; Professional learning programs for principal and leaders.

Equipping Christian Schools Ph: 2015 Tomorrow’s Principals … · 2014-09-04 · - AITSL –...

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