Clear career pathways through middle and senior leadership positions help retain emerging leaders in the profession and motivate them to pursue future leadership opportunities. When formal leadership roles are fully integrated with and underpinned by broader professional learning and performance and development processes, emerging leaders have the necessary structures to reflect on their progress along the career pathway. Informal leadership roles also provide platforms for developing aspiring principals. When a range of formal and informal methods and data are used to identify potential principals, it offers a more comprehensive picture of their leadership potential.
A key resource in this process should be the expertise of serving principals, and jurisdictions and employers should support them to understand their critical role in the principal preparation process and develop the necessary knowledge and skills to recognise potential. Implementing purposeful strategies and using multiple, objective methods helps to find eligible candidates who may not have identified themselves as a potential principal and increases equality and diversity within the aspirant pool. Educational research continues to shape new thinking for what works best for learners, technological advances are shaping educational directions, and the cultural diversity of school communities is increasing.
As a result, the role of school principal in Australia is complex and evolving. By developing a disposition for learning, a broad range of skills, and the confidence and aptitude to apply them with impact, aspiring and new principals will be better prepared to keep pace with trends and new research, and respond effectively to culturally diverse communities. This helps to develop principals who are agile, informed and successful in the role.
The aim of principal preparation must be to ensure a supply of suitably qualified and skilled applicants to meet demand. Preparation should be comprehensive, aligned to the expectations set out in the Principal Standard, and ensure quality professional learning experiences are available to all those ready to undertake them so that aspiring principals are ready to step into principalship and begin their ongoing development in the role.
Formal leadership preparation programs provide a discrete, time-bound experience that can be factored into a full-time workload, and an opportunity for participants to step out of their role and reflect on their next step along the professional pathway. They should accommodate the existing knowledge and skills of participants, using this as the starting point for learning.
Principal preparation programs should allow participants to apply theory in the context of their work and demonstrate transfer of learning into current or future contexts. Evaluating your Principal Preparation Programs: A Practical Guide sets out an evidence-based approach to assessing the impact of such initiatives. The guide supports the evaluation of impact of principal preparation programs and can assist with the continual improvement of provision. Programs are just one approach to principal preparation.
Internships, shadowing and acting principal roles, where substantial support is provided, also offer valuable principal preparation experiences that provide the opportunity for highly relevant, job-embedded professional learning. Formal and explicit processes to assess readiness for the principal role that are based on demonstrated leadership, rather than age, length of time in the profession or progression through formal leadership positions, support the professional development of aspiring principals.
These processes might include the achievement of a qualification, credential or certification. Recruitment and selection to principalship needs to attract a diverse range of applicants who meet the expectations set out in the Principal Standard and the needs of a school. Innovative approaches to recruitment that go beyond the traditional written application and interview provide a more comprehensive assessment of leadership capacity.
Approaches should include processes to target applicants from under-represented groups to achieve the broadest possible pool of suitable potential candidates. Ensuring members of the recruitment and selection panel are equipped with the necessary knowledge and understanding to evaluate each applicant objectively and contribute to an informed selection is equally important. This requires training for panel members in key areas, including the expectations set out in the Principal Standard and awareness of unconscious bias.
The practice architectures of middle leading in early childhood education | SpringerLink
The recruitment and selection panel needs high-quality information about each candidate, which is gathered through well-designed and targeted recruitment activities. Rather than relying solely on qualifications and perceptions of personal qualities that are not substantiated by evidence, emphasis is placed on actual behaviours and actions demonstrating application of personal qualities and impact on teaching and learning. In each case, the activities should reflect the dynamic nature of the principal role and involve internal and external situations and stakeholders.
Responses should be evaluated against agreed criteria in order to minimise any bias in interpretation. Effective induction provides newly-appointed principals with theoretical and practical knowledge to shape their early experience in the role. The process goes beyond clarifying rules, regulations, processes and expectations to providing an introduction to school culture, community and relationship-building. It should be embedded in daily practice, occur over an extended period of time, give consideration to context, and focus on skill development and inquiry into practice.
It should align with processes for ongoing, standards-based performance and development, and provide access to networks and relationships with system professionals and line managers. All principals need to continually update their skills and knowledge. Cultivating a learning mindset is a priority for the ongoing development of effective principals. Newly appointed and experienced principals alike must have meaningful and effective adult learning experiences that:. When induction and ongoing development are based on the Principal Standard, school leadership expectations are clear and strong guidance can be provided for new and experienced leaders.
World innovation summit for education, Qatar. Caldwell, B. J High Level of professional autonomy for school leaders — an important strategy for lifting the performance of schools , The Australian Institute for Teaching and School Leadership, Melbourne, unpublished. A follow up talent management benchmark study.
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Consulting Psychology Journal, Practice and Research. Dalziel, MM, Strategies for leadership and executive development. DeRue, D. Unpublished Paper. Mabey, C Leadership development in organisations: multiple discourses and diverse practices. International Journal of Management Reviews. Schleicher, A ed. Leading for impact Australian guidelines for school leadership development.
Preface When it comes to the progress and achievement of young learners, school leadership matters. Summary of key messages The following key messages recognise that strong school leadership at all levels is important and, as part of this, that principalship is a distinct role that requires specific preparation and support.
Leadership development School leadership that focuses primarily on improving teaching quality has the greatest impact on learner outcomes. Principal preparation The most effective principal preparation programs and experiences are those which: deepen pedagogical expertise increase capacity to lead teaching and learning to have a positive impact on student outcomes strengthen interpersonal skills develop management and leadership skills, including business and strategic acumen.
The leadership pool Active steps are needed to increase equality and diversity within the leadership pool. Introduction Why is high-quality school leadership important? In practice, this involves: establishing goals and expectations and involving staff and others in the process strategic allocation of resources to make teaching goals a priority planning, coordinating and evaluating teaching and the curriculum promoting and participating in both formal and informal teacher learning and development ensuring an orderly and supportive environment to protect time for teaching and learning Robinson, The more leaders focus their influence, their learning, and their relationships with teachers on the core business of teaching and learning, the greater their likely influence on student outcomes.
What is high-quality school leadership? School leaders and principals Effective school leaders are the people in schools who create the conditions for others to understand their impact on student outcomes and continually improve their teaching practice. This breadth and complexity is captured in the descriptions of behaviours at increasing levels of proficiency across five Professional Practices in the Leadership Profiles Profiles : Leading teaching and learning Developing self and others Leading improvement, innovation and change Leading the management of the school Engaging and working with the community.
Leadership development What is needed to build a leadership development strategy and culture? What are the best ways to identify future leaders? The December priorities are priorities I have known in the past, but the reminder from a seasoned vet was well needed. Thank you for your ongoing support of our leadership. Arrangements can be made through Alberta universities to extend the Leading for Learning experience for graduate level course credit.
Participants will be required to pay a tuition fee to the university and to meet additional course requirements. Information regarding university credit is available at the University Graduate Coursework tab. Individuals who are interested in receiving more information regarding university course credit may also contact Dr. Del Litke at or by e-mail del. Note: If you require more information or have any questions, please contact: Dr. Del Litke del. Please note: Arrangements have been made with Centennial Village for participants to check-in to their accommodations starting at During these sessions, you will learn and experience some of the latest professional development resources and workshops to support aspiring leaders and leaders with the Indigenous-focused competencies and indicators in the Leadership Quality Standard.
These sessions address and support:. Educators will build their understanding of the acknowledgment of land and people, as well as our shared responsibilities to the land and each other. Participants will engage in dialogue and reflect on their professional learning in order to build capacity in treaty education.
All of the resources and workshops were created in collaboration with local Elders, Knowledge Keepers and Cultural Advisors within Alberta. You will leave with lots of information to support your learning journey, as well as supporting others, as we move from inspiring to requiring in Indigenous education! Note: This session is a combined session with the Start Right short course participants. Purcell has experience teaching in Alberta band, charter and public schools.
In addition to her valuable learned and lived experiences, Purcell in passionate in collaborating with education partners to develop culturally responsible resources and practices. Dinner traditional feast at the cafeteria — p. Session evaluation and journal reflections — p. Providing Quality School Leadership: Dr. Description: Hostile conversations with adults in school settings are becoming more commonplace and more intense and are deemed to be extremely stressful for educators. What can schools do to safeguard the school and effectively communicate with those individuals who have a propensity toward volatility?
This presentation gives an overview of the rights and responsibilities of students, parents, teachers and school principals with an emphasis on the knowledge and skills for effective conflict management and conflict resolution so that there can exist in most conflicts a creative solution that can meet the interests of all involved. Konsctancija Konni deGoeij has worked as schoolteacher, school based administrator, teacher educator, researcher, and policy advisor in Alberta. Being an administrator and teacher in schools from K — 12 in four different school divisions has allowed her the opportunity to work with a variety of teachers, administrators and division personnel.
In addition, she is a certified mediator and published author.
12222 Leading for Learning Program for Experienced School Leaders
Her doctoral focus was on relationships of trust in school settings and how these are related to important outcomes such as teacher behavior and student outcomes. Her presentations help school and district leaders to develop effective and intentional leadership practices in learning communities, where leaders feel comfortable with taking risks to bring out the best in the teachers in their schools and districts.
Session evaluation and journal reflections a. Lunch in the cafeteria — p. Del Litke. School leadership, especially instructional leadership, is recognized as essential to the improvement of teaching and learning. Principals now find themselves at the nexus of accountability and improvement with the clear expectation that they will function as instructional leaders.
Research clearly shows that school administrators must be true instructional leaders by keeping their focus on teaching and learning. This session will focus on some key aspects of school improvement: the change process, staff culture and the need for personalization of formative feedback to staff. Participants will also engage in an engaging, hands-on activity that causes them to think deeply about school culture and how to promote healthy cultures. The ultimate aim of this session is to assist participants to develop a sustainable culture of outstanding leadership, exemplary teaching and excellence in learning in their schools.
Del Litke has a total of 18 years of teaching and school-based administrative experience, including 16 years at the junior high school level. He also served 17 years at the division office level. Following his career as a school-based administrator, Del served for 12 years on the superintendency team in Wolf Creek Public Schools. In the summer of , Del completed his career in public education retiring as the Superintendent of Schools in Foothills School Division. Kress and Maurice J. Researching in a Digital World: How do I teach my students to conduct quality online research? Parrett and Kathleen M.
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Summary of key messages
Sternberg and Wendy M. Igniting Teacher Leadership: How do I empower my teachers to lead and learn? Short on Time: How do I make time to lead and learn as a principal? Strong, Harvey F. Stronge, Pamela D. Tucker and Jennifer L. Stronge, Xianxuan Xu, Lauri M.
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