Transcript Leadership in Catholic Schools Development Framework and

Responding to Leadership
Challenges: A Victorian
Catholic Sector Profile
www.cecv.vic.catholic.edu.au
A copy of this paper is available on the CECV website:
http://www.cecv.vic.catholic.edu.au/reseminar/body.htm>
Catholic Education Office Melbourne
Contact: Mary Oski
Catholic Education Office Sandhurst
Contact: Tom Sexton
Catholic Education Office Sale
Contact: Pauline Low
Catholic Education Office Ballarat
Contact: Jim Delaney
OUTLINE OF PRESENTATION
1. CECV Context
2. Evidence Informing Strategic Response
3. Leadership & School Improvement
4. Leadership Standards Framework
5. The use of the Framework within schools
and across dioceses
1. CECV Context
• The Catholic Education Commission of Victoria
(CECV) was incorporated as a company limited
by guarantee on 23 May 2006.
• Company Members:
–
–
–
–
Most Rev. D Hart DD, Archbishop of Melbourne
Most Rev. J Coffee DD, Bishop of the Diocese of Sale
Most Rev. PJ Conners DD, DCL, Bishop of the Diocese of Ballarat
Most Rev. JA Grech, Bishop of the Diocese of Sandhurst
• Board:
– 8 Non Executive Directors (including Chairperson)
– 4 Executive Directors - Directors of the four Victorian
Catholic Education Offices (CEOs)
Objects of the CECV :
• Support and advance Catholic education in Victoria;
• Foster unity of purpose and coordination of affairs across
the dioceses;
• Articulate and monitor strategic directions;
• Represent Catholic schools in dealings with
governments and the community;
• Act as an agency to receive, manage and account for
funds received on behalf of Catholic schools from the
Australian and State governments, and other agencies;
• Support the establishment of accountability systems to
meet legal requirements and the expectations of the
broader public; and
• Review and monitor management and organisational
performance.
Victorian Catholic Sector Profile 2006
• 483 Catholic schools
– 382 Primary schools
– 93 Secondary schools
– 8 Special schools
• 15,872 Staff
– 12,224 teaching staff
– 3,648 non-teaching staff
182,516 enrolments (2006)
Sandhurst
8.0%
Sale 7.9%
Ballarat
8.6%
Melbourne
75.4%
Sector Enrolment Share (2006)
PRIMARY CLASSES
Independent
9.4%
Government
68.7%
Catholic
22.0%
Sector Enrolment Share (2006)
SECONDARY CLASSES
Independent
18.3%
Government
59.3%
Catholic
22.5%
2. Evidence Informing Strategic Response:
Research Study
Leadership succession for Catholic schools in Victoria,
South Australia and Tasmania (VSAT Project)
Flagship for Catholic Educational Leadership, Australian Catholic
University, 2003
Explored:
• pathways to principalship
• aspirations of staff in Leadership positions
• factors influencing applications
• programs provided by Catholic Education Offices
(CEOs) to support the continuing development of
principals.
• the changing context implications for schools and
principalship
• Increasing workload and government and community
expectations
VSAT STUDY: Key Findings
Priority issues to be addressed
Pathways
• limited experience as Coordinators or Deputy
Principal for female principals.
• concerns about burnout and renewal.
Aspirations to principalship
• under-representation of female applicants;
• Religious Education Coordinators unwilling to
apply.
VSAT STUDY: Key Findings (Cont.)
Factors discouraging senior leaders from
applying for principalship
• impact on personal and family life;
• complexities and pressures of the role;
• concerns about selection and appointment
procedures;
• schools in specific locations.
VSAT STUDY: Key Findings (Cont.)
Recommendations for CEOs
• professional development programs that equip
aspirants for informed, wise and ethical leadership;
• development and implementation of a shared
leadership framework that will:
– assist to increase leadership capability; and
– assist in distributing the responsibility and workload
3. Leadership & School
Improvement
• The school as the centre of change
• Need for a thorough context analysis of the
school prior to improvement planning
• Plan should be unique to the school itself
• Focus more closely on outcomes rather than
process factors
• Use of multiple data sources – quantitative &
qualitative
• Balance between top down and bottom up
(Fullan 1991; Fitz-Gibbon 1996; Reynolds, Teddlie, Hopkins, Stringfield 2001; Hopkins
2005; )
The focus on school
improvement & accountability
within Victoria
• Satisfying expectations of government and sector
authorities about accountability for the outcomes
of schooling;
• To assist schools and teachers to improve student
learning outcomes
• Evidence-based approach based upon a range of
data sources
Why focusing on school
leadership is important
•
It can be concluded that it does matter which
Australian school a student attends and how that
school is organised and led
•
Student academic achievement, academic selfconcept and engagement and participation in
school and then further study and/or work have
been shown to be linked to teacher and school
practices….
•
That is, practices that that can be influenced by
school leadership.
(DEST & ACER, 2006)
Professional Learning Cultures
•
•
•
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Leadership plays a key role in establishing
cultures which are professionally stimulating for
teachers;
They increase teachers’ sense of efficacy and
thus raise teacher expectations
They have a positive effect on teacher
engagement, learning and pedagogy
As teacher engagement increases, so too does
student engagement.
There is an upward spiral of engagement for both
teachers and students.
(Ainley, Frydenberg & Russell, 2005)
Leadership
in Catholic Schools
in Victoria
• Strong link between leadership & student
outcomes
• CECV committed to building leadership capacity
within every Catholic school in Victoria
4. Leadership in Catholic Schools
Development Framework and Standards of
Practice
• Australian Government Quality
Teacher Program (AGQTP)
• Developed by CEO Melbourne &
Sale in partnership with ACER
• Work commenced in 2003
• Endorsed by Catholic Education
Commission of Victoria (CECV) late
2005
CECV believes that a system wide leadership
framework can be instrumental in supporting
aspirants to leadership in Catholic schools……….
A process of developmental profiling of potential
leaders in a school, against a previously
validated leadership framework, can constitute a
long-term, comprehensive and systematic
approach to leadership succession planning
(Duignan 2003)
Notion of “Hero” Leader
Rejected
Deep and sustained
reform depends on
many of us, not just
on the very few who
are destined to be
extraordinary
(Fullan 2001)
Teacher Leadership
• Effective schools characterised by the
capacity & willingness of teachers to
initiate leadership activity
• Leadership is best understood as a
feature of organisations rather than a
characteristic of individuals
An Important Aim
To develop a leadership framework that
inclusive of any person exercising
educational leadership, in the Catholic
school…
Main Purposes of LSF
1. To guide the professional learning and
development of aspiring leaders and to
encourage teachers to consider movement to
leadership positions
2. To unite catholic schools around a vision of
agreed leadership practices for leaders and to
provide a foundation for formalised
assessment against these practices
Mission of Catholic Schools
Core
functions of
schooling
Work of
school
leaders
Values & Beliefs of the
Catholic Church
The Framework - Organisation
Two Facets:
1. A guiding conception of
leadership
2. Areas of leadership
action
Five guiding conceptions
1.
2.
3.
4.
5.
Having a clear moral purpose
Relationship building
Understanding and managing change
Creating and sharing knowledge
Ensuring coherence and alignment of
structures
(Elmore, 2001; Fullan 2001,2004)
Five Key Areas Of Leadership
Action
1. The Faith Community
2. A Vision for The Whole
School
3. Teaching and Learning
4. People and Resources
5. Community
Areas of Leadership Action
…leaders and aspiring leaders should
be able to demonstrate the knowledge
that underpins these actions, the
dispositions of leadership,
and especially, the five
identified guiding
conceptions of
leadership.
A copy of this PowerPoint presentation paper is available on the CECV website:
<http://www.cecv.vic.catholic.edu.au/reseminar/body.htm>
5. The Framework in Schools
Main Target Groups
• Principals
• Religious Education Coordinators
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•
•
•
Deputy Principals
Curriculum Coordinators
Professional Development Coordinators
Student Wellbeing Coordinators
• Emerging Leaders
• Aspiring Principals
• Women in Leadership
• Leadership Teams
• School Boards
Large
schools
Small
schools
Metropolitan
schools
Rural
schools
Building Leadership Capacity
Examples of Programs
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Induction programs for principals in their early years
Leadership Team Development
Country Diocese Leadership Program
Enrichment Leave
Sponsorship support for Leadership studies
Middle Leaders’ programs
Action Research projects – Leadership Building
Bishop de Campo Leadership Scholarship
Professional learning through network structures
Study Tours
School Board Formation
Professional supervision for principals
Building Leadership Capacity
Research
Resources
Projects
Investigation of
needs and pressures
of RECs in Catholic
schools
Web resource providing a
framework for differentiated
and professional learning
targeted at different stages
of leadership
Assist school leaders to
develop a system level
approach to sustainable
school development
Exploration of REC
as a real pathway to
school leadership
Strategies to
encourage women to
apply for
principalship
Now available online at:
http://www.cecv.melb.catholic.edu.au/
Under ‘Publications’