Australian Professional Standard for Principals Leadership Profiles

AITSL is funded by the Australian GovernmentAustralian ProfessionalStandard for Principalsand the Leadership Profiles

© 2014 Education Services Australia as the legal entity for the Standing Council on School Education and EarlyChildhood (SCSEEC) — now the Education Council.Updated June 2015ISBN: 978-1-925192-13-1Education Services Australia, as the legal entity for the Education Council, owns copyright in this publication. Thispublication or any part of it may be used freely only for non-profit education purposes provided the source is clearlyacknowledged. This publication may not be sold or used for any other commercial purpose.Other than as permitted above, or by the Copyright Act 1968 (Commonwealth), no part of this publication may beproduced, stored, published, performed, communicated or adapted, regardless of the form or means (electronic,photocopying or otherwise), without the prior written permission of the copyright owner.Address inquiries regarding copyright to Education Council Secretariat, PO Box 202, Carlton South, VIC 3053, Australia

High-performing principalsare not just born, but can be made.Linda Darling-HammondAustralian Professional Standard for Principals and the Leadership Profiles1

2 Australian Professional Standard for Principals and the Leadership Profiles

IntroductionSince 2011, the Australian Professional Standard for Principals (‘theStandard’) has provided a public statement setting out what schoolprincipals are expected to know, understand and do to succeed intheir work. The Standard is an integrated model that recognises threeLeadership Requirements that a principal draws upon, within five areasof Professional Practice.The Leadership Profiles (‘the Profiles’) have since been developedand validated by the profession to describe each of the LeadershipRequirements and Professional Practices in more detail.The Profiles, developed directly from the Standard, are presented as a setof leadership actions that effective principals implement as they progressto higher levels of proficiency. Principals and aspiring principals can usethe Profiles to help them grow and develop as school leaders.The most effective leaders see learning as central to their professionallives. This document, the Australian Professional Standard for Principals andthe Leadership Profiles, guides school leaders on their learning pathway.It will empower school leaders across the country to develop and supportteaching that maximises impact on student learning.Australian Professional Standard for Principals and the Leadership Profiles3

PurposeThe Standard and the more detailed Profiles create and promote a sharedvision, clarity of understanding and a common language around effectiveand high-impact school leadership. They draw on effective leadershippractice both locally and internationally and are informed by research intowhat makes great principals.The Australian Professional Standard for PrincipalsThe Standard sets out what principals are expected to know, understandand do to succeed in their work and ensure their leadership has apositive impact. It takes full account of the crucial contribution made byprincipals in:• raising student achievement at all levels and all stages• promoting equity and excellence• creating and sustaining the conditions under which quality teaching andlearning thrive• influencing, developing and delivering on community expectations andgovernment policy• contributing to the development of a twenty-first century educationsystem at local, national and international levels.Research and a substantial, evolving body of knowledge inform theLeadership Requirements and the Professional Practices that are at thecore of the Standard and show that:• effective leaders understand their impact• leadership must be contextualised, learning-centred and responsive tothe diverse nature of Australia’s schools• effective leadership is distributed and collaborative, with teams led bythe principal working together to accomplish the vision and aims of theschool• the practices and capabilities of leaders evolve as they move throughtheir careers• almost all successful leaders draw on the same repertoire of coreleadership practices and behaviours, with some key personal qualitiesand capabilities explaining the significant variation in leadershipeffectiveness.4 Australian Professional Standard for Principals and the Leadership Profiles

The Leadership ProfilesThe Profiles build upon the Standard by describing the LeadershipRequirements and Professional Practices of principals in greater detail. TheProfiles are presented as leadership actions that principals implement ontheir pathway to higher levels of proficiency. Principals can use the Profilesas a guide to become a better leader.In this way, the Profiles provide a comprehensive developmental frameworkfor current and aspiring principals.The Profiles help aspirants, current principals and those who support themby:• promoting learning and growthThe Profiles are designed to help understand practice and impactin relation to context as well as for planning the next stage ofdevelopment. The progressive statements that make up the Profilesenable principals to review, reflect, learn and grow.• acknowledging the dynamic nature of school leadershipAll successful principals draw on a repertoire of practices performedconsistently well. The way leadership practices are applied changesaccording to career stage, capability and context. The Profiles allowprincipals to review their current practices, recognise their strengthsand focus effort where development is most needed.Australian Professional Standard for Principals and the Leadership Profiles5

The crucial role of the principalPrincipals are responsibleand accountable for thedevelopment of children andyoung people so that they canbecome ‘successful learners,confident creative individualsand active informed citizens’.The role of the principal of a school in the twenty-first century is oneof the most exciting and significant undertaken by any person in oursociety. Principals help to create the future. Principals are responsible andaccountable for the development of children and young people so that theycan become ‘successful learners, confident creative individuals and activeinformed citizens’ 1 .They embody the power of education to make a difference to the lives ofindividuals and to society, now and in the future.Principals are the leading educational professionals in the school. Theyinspire students, staff and members of the community to continuouslyenhance the learning of all and they continually strive to understand andimprove their impact.Principals network and collaborate with a wide range of people to securethe best possible learning outcomes and wellbeing of all students. Theyare skilled at establishing and maintaining professional relationships andstructures.Principals are able to embrace uncertain, complex and challengingcontexts and work with others to seek creative and innovative solutions thatsupport quality outcomes for all.The principal in contextThe principal works in a complex, challenging and changing environment,leading and managing the school of today, ever-conscious of the needs oftomorrow.Uniqueness of each school within its communityAll schools sit within their own distinct community. Their local ethos, culture,history, vision and values influence the way in which opportunity to excel isprovided to all students.1. The Melbourne Declaration onEducational Goals for YoungAustralians (December 2008)6 Australian Professional Standard for Principals and the Leadership Profiles

Inclusive AustraliaAll principals have the responsibility to work with members of the schoolcommunity to ensure a knowledge and understanding of the traditionalrights, beliefs and culture of Australia’s Indigenous peoples.All students in all communities, including Indigenous, multi-cultural andmulti-faith communities, across metropolitan, rural, regional and remoteAustralia, have the right to an education that ensures they become creative,confident, active, informed learners and citizens. This same right extends tostudents at risk and those of differing needs and abilities.Global economy and societyThe world is rapidly changing with people, economies and environmentsbecoming increasingly interconnected and interdependent.Education has a central and critical role to develop in all individuals theknowledge, understanding, skills and attributes to be successful citizens.The interplay between the local, national and international perspectives isthe context in which the principal works.Global economy and societyUniqueness of each schoolwithin its communityInclusive AustraliaPrincipalAustralian Professional Standard for Principals and the Leadership Profiles7

How to learn and change as a leaderA critical determinant ofthe success of the school isthe quality of its principal.Learning to lead is at the heartof a principal’s daily practiceand great leaders never stoplearning.Principals acquire leadership capabilities in many ways, both formal andinformal. Importantly, they learn by leading, reflecting on their practice andinviting feedback from others. Principals need to have a clear awareness oftheir own strengths and development needs, and model the importance ofinvesting time in professional learning.Learning leaders challenge the status quo and seek continuousimprovement. They are knowledgeable about and engage in research, andencourage others to do the same. They fuse learning and developmentwith daily professional practice.Learning leaders:• are driven by the desire to see every student in their school excel• have high aspirations for learning that inspire staff, students and thecommunity• establish an environment that provides opportunities for all staff to learnand improve together• are constantly reflecting on their own leadership and impact.Learning leaders and the Leadership ProfilesThe Profiles are designed to guide reflection on current practice andenable users to turn daily experience into leadership insights. They willhelp leaders gain a deeper understanding of their leadership strengthsand focus on their next stage of development. The Profiles promote inquiryand the use of evidence by encouraging leaders to ask often: ‘What’shappening here and why?’ ‘What impact am I having?’ ‘How can I becomemore effective?’Learning for changeUsing the Profiles to become a better leader requires changes tobehaviour. Understanding the complexity of achieving behaviour changeis important. Familiarity with the general principles of behaviour changewill help school leaders as they strive to advance their learning anddevelopment.The behaviour change model described on the following page outlinesthe steps and stages to accomplish behaviour change. However, it isacknowledged that movement along the continuum is rarely straightforwardand linear.8 Australian Professional Standard for Principals and the Leadership Profiles

Model of behaviour change1 2 3 4 5Awareness Attitude Knowledge Action Behaviour changeGainingawarenessGaining an awareness of the personal benefits associated with makinga change is the vital first step towards changing behaviour. The Profilesprovide a detailed description of the principal role, enabling school leadersto develop increased awareness and knowledge of the areas in which theycould change to improve their leadership effectiveness.StrengtheningattitudeAt the next stage, an individual’s attitude towards change plays animportant role in influencing the likelihood of a change in behaviour.Attitudes and confidence to change determine the will to change. Thestronger the intention, the more likely it is that change will occur.BuildingknowledgeEffectively building knowledge about how to understand, prepare for andtake the next steps towards achieving a desired change increases thelikelihood of the change occurring. Strategies for school leaders to buildthis knowledge should focus on understanding the nature of the desiredchange, reducing the barriers and blockers, considering how to managethe consequences of the change, and developing a plan of action.Taking actionAt this stage, an individual is required to take action to first perform andthen maintain the change. This requires significant effort and persistence.By drawing on trusted relationships and networks, gaining positive supportand reflecting on progress, a school leader can improve and sustainattempts at behaviour change and maintain the determination to continue.Achievingbehaviour changeBehaviour change occurs when the action eventually becomes automatic.At this stage the desired outcomes have been achieved and schoolleaders will see that their capabilities have grown. Practice is essential tomaintaining the change.Australian Professional Standard for Principals and the Leadership Profiles9

The Australian Professional Standardfor PrincipalsThe Standard gives expression to the leadership, educational andmanagement requirements and practices of principals. The Standard is anintegrated model that recognises all good leaders share common qualitiesand capabilities, which are expressed as three Leadership Requirements.Principals draw upon these three Leadership Requirements within fiveareas of Professional Practice.The Standard acknowledges the challenging and changing context inwhich principals work and the diverse settings and variety of situationswhich they face on a day-to-day basis. The Standard provides a modelagainst which principals can match their knowledge, qualities, experiencesand skills to determine their strengths and areas for development. It is‘Standard’ rather than ‘Standards’, as it is integrated by nature, reflectingthe complexity of the role and shared visions.The Standard is applicable to principals irrespective of context orexperience. What will vary is the emphasis given to particular elements ofthe Standard as principals respond to context, capability and career stage.The Standard is based on three Leadership Requirements:• Vision and values• Knowledge and understanding• Personal qualities, social and interpersonal skills 2 .These requirements are enacted through the following five key ProfessionalPractices:• 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.2. Leadership requirements in otherstandards and the literature may beexpressed as capabilities10 Australian Professional Standard for Principals and the Leadership Profiles

The Australian Professional Standardfor PrincipalsThe Standard for principalsLeadership RequirementsProfessionalPracticesVision andvaluesKnowledgeandunderstandingPersonalqualities,social andinterpersonalskillsHigh qualitylearning,teachingandschoolingSuccessfullearners,confidentcreativeindividualsand activeinformedcitizens*Leading teaching and learningDeveloping self and othersLeading improvement, innovation and changeLeading the management of the schoolEngaging and working with the communityLeadership context: school, local area, wider community, Australian, global.The Standard details the Leadership Requirements and ProfessionalPractices of principals separately. It is important to emphasise they arealways fully interdependent, integrated and with no hierarchy implied.These requirements and practices will be reflected in the individualleadership contexts in which different principals work.Although contexts differ, in all professions there are particular leadershipexpectations for those in senior roles. For those preparing to take up therole of principal, as well as current principals, it is important to considerways of engaging with and developing an understanding of thoseexpectations through the Leadership Requirements and ProfessionalPractices of the Standard.*The Melbourne Declaration onEducational Goals for YoungAustralians (December 2008)Australian Professional Standard for Principals and the Leadership Profiles11

The Leadership ProfilesThe Profiles build upon the Standard by describing each of its ProfessionalPractices and Leadership Requirements in more detail. The Profiles arepresented as leadership actions that improve student learning and supportexcellent teaching practices.They recognise the important factors of career stage, capability andcontext, and the influence these factors have on leadership actions.How are the Profiles organised?The Profiles are a set of statements validated by the profession thatdescribe the leadership actions of principals as they progress to higherlevels of proficiency.The set of statements are arranged for principals to view throughthree leadership lenses – the Professional Practices lens (linked to theStandard’s five Professional Practices), the Leadership Requirementslens (linked to the Standard’s three Leadership Requirements) and a thirdlens, the Leadership Emphasis lens (which focuses on broader leadershipcontexts that principals deal with). The following diagram illustrates eachlens and its related focuses. The next section of the document describesthe Profiles linked to each lens.Leading teachingand learningFocusesDeveloping selfand othersLeading improvement,innovation and changeLeading the managementof the schoolProfessional Practices lensLeadership Emphasis lensOperationalRelationalStrategicSystemicFocusesEngaging and workingwith the communityLeadership Requirements lensVisionand valuesKnowledge andunderstandingFocusesPersonal qualities, socialand interpersonal skillsThe leadership lenses, Professional Practices, Leadership Requirements andLeadership Emphasis, and the focuses linked to each lens.12 Australian Professional Standard for Principals and the Leadership Profiles

FocusesLeading teachingand learningDeveloping selfand othersLeading improvement,innovation and changeLeading the managementof the schoolEngaging and workingwith the communityVisionand valuesProfessional Practices lensLeadership Requirements lensKnowledge andunderstandingFocusesLeadership Emphasis lensProfessional Practices lensFocuses:Operational− Developing self and othersRelational− Leading improvement, innovation and change− Leading Strategic the management of the schoolPersonal qualities, socialand interpersonal skills− Leading teaching and learningSystemicFocuses− Engaging and working with the communityThe Professional Practices lens organises the set of statements to formProfiles that describe the Standard’s five Professional Practices atincreasing levels of proficiency.FocusesLeading teachingand learningDeveloping selfand othersLeading improvement,innovation and changeLeading the managementof the schoolEngaging and workingwith the communityVisionand valuesProfessional Practices lensLeadership Requirements lensKnowledge andunderstandingFocusesLeadership Emphasis lensPersonal qualities, socialand interpersonal skillsOperationalRelationalStrategicSystemicLeadership Requirements lensFocuses:− Vision and valuesFocuses− Knowledge and understanding− Personal qualities, social and interpersonal skillsThe Leadership Requirements lens organises the same set of statementsto form Profiles that describe the Standard’s three LeadershipRequirements at increasing levels of proficiency.chingingg selfersvement,d changenagementhoolworkingmunityVisionand valuesProfessional Practices lensLeadership Requirements lensKnowledge andunderstandingFocusesLeadership Emphasis lensPersonal qualities, socialand interpersonal skillsOperationalRelationalStrategicSystemicFocusesLeadership Emphasis lensFocuses:− Operational− Relational− Strategic− SystemicThe Leadership Emphasis lens organises the same set of statements intofour focuses. Because a school leader’s actions are contingent on thecontext in which they operate, these statements describe the emphasisand do not form a progressive Profile.Each focus describes a principal’s actions as they lead with an operational,relational, strategic or systemic emphasis. The emphasis a principalchooses to apply in their leadership practice reflects their career stage,capability and context.Go online to explore the Leadership Profiles:• use the Interactive Leadership Profiles to view and download the Profiles through the three leadership lenses• view and save recommended resources and tools aligned to the Profiles that can support your professional growth• complete the Self-Assessment Tool, then use the planning tool to identify opportunities for growth using the Profiles.Visit aitsl.edu.au/leadership-profiles to get started.Australian Professional Standard for Principals and the Leadership Profiles13

The Standard’s five ProfessionalPractices and their ProfilesLeading teachingand learningFocusesDeveloping selfand othersLeading improvement,innovation and changeLeading the managementof the schoolProfessional Practices lensLeadership Emphasis lensOperationRelationaStrategicSystemicEngaging and workingwith the communityLeadership Requirements lensVisionand valuesKnowledge andunderstandingPersonal qualities, socialand interpersonal skillsThe Standard describes five Professional Practices Focusesparticular to the role ofthe principal:• Leading teaching and learning• Developing self and others• Leading improvement, innovation and change• Leading the management of the school• Engaging and working with the communityYou can view the Leadership Profiles through the Professional Practices lens in the following ways:within the Professional Practices section, pages 15-19 of this documentthrough the Summary Table at the end of this document and online – aitsl.edu.au/leadership-profilesthrough the Interactive Leadership Profiles – aitsl.edu.au/leadership-profiles/interactive-profiles14 Australian Professional Standard for Principals and the Leadership Profiles

Professional Practice: Leading teaching and learningDescriptionPrincipals create a positive culture of challenge and support, enabling effectiveteaching that promotes enthusiastic, independent learners, committed to lifelonglearning. Principals have a key responsibility for developing a culture of effectiveteaching, for leading, designing and managing the quality of teaching and learningand for students’ achievement in all aspects of their development. They set highexpectations for the whole school through careful collaborative planning, monitoringand reviewing the effectiveness of learning. Principals set high standards of behaviourand attendance, encouraging active engagement and a strong student voice.Leading teaching and learning ProfilePrincipals ensure the schoolvalues underpin and supporthigh-quality inclusive practicesand set expectations that allactivities are focused on improvingstudent learning outcomes. Theykeep up-to-date with and sharecurrent developments in pedagogyand student engagement with allstaff. They lead staff and students inidentifying and planning high-qualityteaching and learning.Principals prioritise creatingand sustaining a studentcentredlearning environment.They motivate staff to keeptheir teaching practice currentthrough use of research andnew technologies. They developa robust approach to reviewingthe curriculum and pedagogyto ensure a consistentlyhigh-quality environment forlearning. They develop acoaching culture thatencourages honest feedbackto and from students andteachers based on evidence.Principals lead a school-widefocus on individual studentachievement, implementingstrategies that secureeducational provision for all.They ensure that reflectivepractices, structured feedback,peer review and use ofthe Australian ProfessionalStandards for Teachers leadto personal improvement ofboth students and staff. Theysystematically monitor andreport on student progressand have interventions in placeto reduce gaps in attainment.They communicate highaspirations and expectationsfor all, celebrate success andchallenge underperformance.Principals lead high aspirationsin learning and inspire the samein students, staff and parents.They establish systematicmethods for collecting andinterpreting evidence toidentify excellent teachingand learning, and sharesuccessful strategies withthe school community.They encourage staff tocontribute to educationnetworks, supporting thelearning of others anddevelopment of pedagogy.They model collaborativeleadership and engagewith other schools andorganisations to shareand improve practice andencourage innovation in theeducation system.Developmental pathway: a principal’s increasing proficiencyAustralian Professional Standard for Principals and the Leadership Profiles15

Professional Practice: Developing self and othersDescriptionPrincipals work with and through others to build a professional learning communitythat is focused on continuous improvement of teaching and learning. Throughmanaging performance, effective continuing professional learning and feedback,they support all staff to achieve high standards and develop their leadership capacity.Principals support others to build capacity and treat people fairly and with respect.They model effective leadership and are committed to their own ongoing professionaldevelopment and personal health and wellbeing in order to manage the complexity ofthe role and the range of learning capabilities and actions required of the role.Developing self and others ProfilePrincipals promote the benefitsof professional learning to all staffand ensure that their willingnessand efforts to learn and improveare recognised. They developand implement a personal andorganisational vision that links alllearning and development activitiesto better outcomes for students.They work with staff to identifyand prioritise their professionallearning needs based on any gapsbetween the requirements of theirroles and their current knowledge,understanding and skills. Theymodel personal and professionallearning that is clearly linked toschool goals and seek supportfrom others as appropriate.Principals seek leadershippotential in others andprovide opportunities for theirdevelopment. They identifyand implement professionallearning opportunities withstaff that are aligned with stafflearning plans and schoolpriorities. They consistentlyapply effective performanceand development processesso that success is celebrated,underperformanceaddressed and complacencychallenged. They providestaff with regular andeffective feedback on theirperformance, determiningtogether how they canimprove and remove anyobstacles to learning.Principals build capacityby creating a culture ofempowerment, responsibilityand self-directed researchthat leads to the developmentof a professional learningcommunity. They model theimportance of health andwellbeing, watch for signsof stress in self and othersand take action to address it.They modify their leadershipbehaviour based on learningfrom experience and feedbackfrom colleagues. They evaluatewhether professional learningundertaken by self and staffhas had the desired impact onstudents and has been sharedwith others.Principals create challengingroles, responsibilities andopportunities for senior leadersthat leverage and grow theirtalents. They build and sustaina coaching and mentoringculture at all levels in theschool and have a system ofpeer review and feedbackin place. They mentor otherprincipals to support theirgrowth and developmentand help them to addressissues. They seekopportunities for professionalgrowth through engagingin state, national and globaleducational developments.Developmental pathway: a principal’s increasing proficiency16 Australian Professional Standard for Principals and the Leadership Profiles

Professional Practice: Leading improvement,innovation and changeDescriptionPrincipals work with others to produce and implement clear, evidence-basedimprovement plans and policies for the development of the school and its facilities.They recognise that a crucial part of the role is to lead and manage innovation andchange to ensure the vision and strategic plan is put into action across the schooland that its goals and intentions are realised.Leading improvement, innovation and change ProfilePrincipals identify the need forinnovation and improvement thatis consistent with the school’svision and values and is informedby student learning outcomes.They communicate the needfor change to the whole-schoolcommunity in an inspirational andlogical way. They deepen their ownknowledge and understanding ofimprovement strategies, leadingchange and innovation at a wholeschoollevel. They engage andinspire staff to commit to evidencebasedimprovement, change andinnovation that has a positive impacton student learning.Principals develop a processand common language forchange, which supports theimplementation of the vision andstrategic plan. They evaluateoutcomes and refine actions aschange is implemented, payingattention to social, politicaland local circumstances.They take account of theimpact of change on others,providing opportunities forregular feedback so thatchange is owned by the schoolcommunity. They distributeleadership and encouragestaff to build consensus acrossthe school community and totake individual responsibility forimplementing change.Principals maintain theirvalues whilst adaptingflexibly and strategically tochanges in the environment,in order to secure the ongoingimprovement of the school.They lead and implementthe appropriate use of newtechnologies in all aspects ofthe school’s development.They build a culture of trustand collaboration wherechange and innovationbased on research andevidence can flourish. Theyembed collaborative andcreative practices in theschool, allowing everyone tocontribute to improvement andinnovation.Principals embed a cultureof continuous improvement,ensuring research, innovationand creativity are corecharacteristics of the school.They lead educationalnetworks by trialling andexploring new ideas for thesystem, acting as a guide,coach and mentor to staffand colleagues. Theyevaluate the personal andorganisational effects ofchange through regularfeedback from stakeholdersand evidence of impact onstudent outcomes. Theydevelop an innovative andoutward-focused role as aleader influencing schoolexcellence across the system.Developmental pathway: a principal’s increasing proficiencyAustralian Professional Standard for Principals and the Leadership Profiles17

Professional Practice: Leading the management ofthe schoolDescriptionPrincipals use a range of data management methods and technologies to ensure thatthe school’s resources and staff are efficiently organised and managed to providean effective and safe learning environment as well as value for money. This includesappropriate delegation of tasks to members of the staff and the monitoring ofaccountabilities. Principals ensure these accountabilities are met. They seek to builda successful school through effective collaboration with school boards, governingbodies, parents and others. They use a range of technologies effectively andefficiently to manage the school.Leading the management of the school ProfilePrincipals align managementprocedures and processes to theeducational goals and the visionand values of the school. Theyensure employment practicesand decisions are consistent withlegislative requirements. Theyallocate resources effectively tomaintain the day-to-day operationsof the school and evaluate impacton student outcomes and valuefor money. They clarify for staff therelationship between the school’svision and values and the operationaltasks that support them.Principals embed effectivedecision-making processesand build a cohesive leadershipteam. They analyse what datais important and plan how itshould be used in the support ofstudent learning outcomes. Theymake best use of technologyto record, analyse and shareinformation, to monitor progressagainst goals, and supportnew ways of working. Theymodel exemplary professionalbehaviour and promote ethicalstandards throughout the schoolcommunity.Principals ensure managementprocedures are fullyunderstood by staff who takecollective responsibility for thesmooth and efficient running ofthe school. They introduce bestpractice in human resourcemanagement to ensure theschool can attract, retain andmotivate all staff. They reviewand improve plans regularlywith the school’s governingbody so that the school’s visioncan be realised. They use aconsultative approach withstudents, staff and the widerschool community to developformal strategic plans.Principals identify trends andinfluences that will have animpact upon the managementof the school and plan for them.They review the effectivenessof processes and use ofdata to improve schoolperformance. They sharebest management practiceand use of resourceswith other schools andeducation networks. Theyembed a culture of review,responsibility and sharedaccountability to achievehigh standards for all.Developmental pathway: a principal’s increasing proficiency18 Australian Professional Standard for Principals and the Leadership Profiles

Professional Practice: Engaging and working withthe communityDescriptionPrincipals embrace inclusion and help build a culture of high expectations thattakes account of the richness and diversity of the wider school community and theeducation systems and sectors. They develop and maintain positive partnershipswith students, families and carers and all those associated with the wider schoolcommunity. They create an ethos of respect taking account of the spiritual, moral,social and physical health and wellbeing of students. They promote sound lifelonglearning from preschool through to adult life. They recognise the multicultural natureof Australia’s people. They foster understanding and reconciliation with Indigenouscultures. They recognise and use the rich and diverse linguistic and cultural resourcesin the school community. They recognise and support the needs of students, familiesand carers from communities facing complex challenges.Engaging and working with the community ProfilePrincipals promote parentaland carer engagement as akey aspect of raising theachievement of all students.They support the development ofa strong school governing bodythat is truly representative of thecommunity. They lead an inclusivecurriculum and school culture thatpromotes understanding of andrespect for Aboriginal and TorresStrait Islander histories, cultures andlanguages and other culturally andlinguistically diverse communities.They build partnerships with thelocal community and externalstakeholders so they are aware ofthe vision and values of the schooland can contribute to its success.Principals draw on expertisefrom other organisations toenhance and enrich the learningexperience for students andtheir families. They encouragethe community to use schoolfacilities in order to strengthencommunity engagement withthe school. They identify andimplement strategies to meetthe diverse needs of studentsand their families, challenge lowexpectations and close gaps inachievement for specific groups.They understand the strengthsand needs of their communities,promoting high expectationsand achievement for all.Principals work with otheragencies to support thehealth, wellbeing and safetyof students and their families.They create specific strategiesfor hard-to-reach parents andcarers, and explore the useof technology to deepen theengagement of parents andcarers in student learning.They establish innovativeprocesses to gather regularfeedback from families andthe local community that issystematically used to reviewschool practices and informdecision-making.Principals lead the school asan inclusive outward-facingorganisation. They link withand provide support toother schools in effectivecommunity and familyengagement. They draw onbest practice nationally andinternationally to embed aculture of inclusion and highexpectations for all and takesteps to tackle the effects ofdisadvantage on learning.They develop a mutuallysupportive, collaborativeand trusting relationship withthe community to ensureengagement in the life ofthe school. They collaborateeffectively with other schoolsand agencies to promote anexcellent education system inwhich all young people canthrive.Developmental pathway: a principal’s increasing proficiencyAustralian Professional Standard for Principals and the Leadership Profiles19

The Standard’s three LeadershipRequirements and their ProfilesLeading teachingand learningFocusesDeveloping selfand othersLeading improvement,innovation and changeLeading the managementof the schoolProfessional Practices lensLeadership Emphasis lensOperationalRelationalStrategicSystemicFocusesEngaging and workingwith the communityLeadership Requirements lensVisionand valuesKnowledge andunderstandingPersonal qualities, socialand interpersonal skillsFocusesThe Standard describes three Leadership Requirements common to allleaders including principals:• Vision and values• Knowledge and understanding• Personal qualities, social and interpersonal skillsThe following section describes each of the three Leadership Requirements.However, for reasons of brevity the Profiles for each Leadership Requirementare not included in the following section of the document. Instead you canfind them online at aitsl.edu.au/leadership-profiles.You can view the Leadership Requirements lens online through the Interactive Leadership Profiles –aitsl.edu.au/leadership-profiles/interactive-profiles20 Australian Professional Standard for Principals and the Leadership Profiles

Leadership Requirement: Vision and valuesDescriptionPrincipals lead the development of the vision of the school. They arecommitted to the learning and growth of young people and adults guidedby fairness, ethical practice, democratic values and lifelong learning.Principals understand, lead, mediate and serve the best interests of thecommunity. This resonates through the strategic vision, school culture,traditions and positive ethos they seek to promote across the school. Theyinsist upon high standards and foster respect across the whole schoolcommunity.• Principals model ‘learning for life’ through their own professionalpractice and promote it actively in their interaction with students, staff,families and carers, and the wider community.• Principals inspire and motivate children and young people, staff and theschool community and its partners, and set high standards for everylearner, including students, staff and self.• Principals behave with integrity underpinned by moral purpose. Theymodel values and ethical perspectives in relation to their own and theschool’s practice and organisation. They promote democratic valuesincluding active citizenship and inclusion.Australian Professional Standard for Principals and the Leadership Profiles21

Leadership Requirement: Knowledge andunderstandingDescriptionPrincipals understand the practice and theory of contemporary leadershipand apply that knowledge in school improvement. Principals are wellversed in the latest research and developments in pedagogy, curriculum,assessment and reporting, and student wellbeing. They have knowledgeof relevant national policies, practices and initiatives as well as relevantfederal and state legislation, agreements and policies. They understandthe implications of child safety, health and wellbeing, human resourcemanagement, financial management and accountability, and otherlegislative and policy requirements in relation to serving their communityand broader society.• Principals have a current knowledge and understanding of researchinto teaching, learning and child development and how to apply suchresearch to the needs of the students in the school. This includes themanagement of performance in the school and strategies to improvepractice.• Principals apply knowledge and understanding of current developmentsin education policy, schooling and social and environmental trendsand developments to improve educational opportunities in the school.Principals work collaboratively with their school boards, governingbodies and others to achieve this.• Principals apply knowledge and understanding of leadership, andmanagement concepts and practice, to deliver with others effectivestrategic leadership and operational management.22 Australian Professional Standard for Principals and the Leadership Profiles

Leadership Requirement: Personal qualities,social and interpersonal skillsDescriptionThis requirement recognises the importance of emotional intelligence,empathy, resilience and personal wellbeing in the leadership andmanagement of the school and its community. Principals regularly reviewtheir practice and implement change in their leadership and managementapproaches to suit the situation. They manage themselves well and useethical practices and social skills to deal with conflict effectively. They areable to build trust across the school community and to create a positivelearning atmosphere for students and staff, and within the community inwhich they work.• Principals are able to define challenges clearly and seek positivesolutions, often in collaboration with others. They know when decisionsare required and are able to use the available evidence and informationto support, inform and communicate their decisions.• Principals can communicate, negotiate, collaborate and advocateeffectively and relate well to all in the school’s community. They aregood listeners and coaches, clear in responding and able to give andreceive feedback.• Principals take account of the social, political and local circumstanceswithin which they work. They continuously improve their networking andinfluencing skills.Australian Professional Standard for Principals and the Leadership Profiles23

Leadership Profiles throughthe Leadership Emphasis lensLeading teachingand learningFocusesDeveloping selfand othersLeading improvement,innovation and changeLeading the managementof the schoolProfessional Practices lensLeadership Emphasis lensOperationalRelationalStrategicSystemicFocusesEngaging and workingwith the communityLeadership Requirements lensVisionand valuesKnowledge andunderstandingPersonal qualities, socialand interpersonal skillsIn addition to the Professional Practices and Leadership Requirements ofthe Standard, Focuses the Profiles provide a view of practice through a third lens,Leadership Emphasis:• Operational• Relational• Strategic• SystemicThe Leadership Emphasis lens reflects the dynamic nature of the schoolleadership context. Leaders’ actions and leadership style depend onthe context in which they operate, with multiple factors influencingtheir leadership emphasis. This lens enables principals to locate andunderstand their practice according to their career stage, capability andcontext. Principals are more likely to draw on an operational emphasis atthe beginning of their leadership and move through the range of emphasesto apply a more systemic leadership emphasis as their experience, skillsand knowledge grow.However, that is not always the case because context often affectsthe choice of leadership emphasis. Changed circumstances, such asappointment to a new school or implementation of a new policy directive,demand that leaders suit their leadership to their situation. Effectiveprincipals will apply the appropriate leadership emphasis that a schoolcontext demands.24 Australian Professional Standard for Principals and the Leadership Profiles

The following section describes each focus of the Leadership Emphasislens. For reasons of brevity, the Profiles for each focus are not included inthis document. Instead, they can be found online ataitsl.edu.au/leadership-profiles.OperationalPrincipals leading with an operational focus tend to concentrate on thecommunications, organisation and resource management required withinthe school to maintain the smooth and effective running of day-to-dayoperations.RelationalPrincipals leading with a relational focus tend to concentrate onconsultation and feedback, in order to establish, develop and enhancerelationships with students, staff, community and other stakeholders, bothinternal and external to the school, to ensure a shared culture and vision.StrategicPrincipals leading with a strategic focus are deliberate about optimisingrelational, organisational and management thinking to effect and monitorchange, in order to realise short and long term school goals.SystemicPrincipals leading with a systemic focus objectively assess their own andthe school’s effectiveness, and work to build networks, collaborate witheducational groups, and make connections beyond their own school andsystem to influence and lead educational impact.You can view the Leadership Emphasis lens online through the Interactive Leadership Profiles –aitsl.edu.au/leadership-profiles/interactive-profilesAustralian Professional Standard for Principals and the Leadership Profiles25

How school leaders and the widereducation sector can use the ProfilesSelf-reflectionThe most effective leaders prioritise their own growth and development.Some of the most powerful learning will occur through day-to-dayexperience. However, those leaders who reflect on their actions andimpact, and seek out others from whom they can learn, will make the mostprogress in increasing their leadership effectiveness.Principals who continually learn and adapt are more able to manage thecomplexity of leading twenty-first century schools. Leaders can use theProfiles to assist them to reflect on their skills and abilities and plan theirgrowth.Professional growthThe most effective principals learn continuously and have conversationswith others about their performance and the performance of the school.Leaders can use the Profiles to:• provide a basis for a professional learning and developmentconversation• develop a personal profile which acknowledges strengths and definesobjectives and goals for growth• guide the choice of professional learning activity that will best supporttheir own development.Professional learning programsProfessional learning can take many forms – formal to informal, local tointernational, single one-off programs to ongoing enquiry, personal togroup. Leaders can use the Profiles to:• audit their own learning needs and create professional learningopportunities focused on building specific expertise• develop programs to implement with a coach or mentor• work with colleagues and/or networks to develop shared professionallearning programs• identify and showcase effective leadership practice for use inprofessional learning.26 Australian Professional Standard for Principals and the Leadership Profiles

Selection and recruitmentAppointing a principal can be a daunting task for local governing bodies.They may only do it once in their tenure. The Standard and Profiles providea guide for them to know the demands of the principal role and enablesthem to make more informed decisions around their leadership selectiontask. Leaders can use the Profiles to:• help the school community and those on interview panels understandthe role of the principal• design position descriptions, selection questions and interviewexercises for leadership recruitment processes.Talent development and successionGrowing the next generation of leaders by motivating, inspiring anddeliberately building leadership capacity in others is one of the mostimportant roles of school and system leaders. Leaders can use theProfiles to:• assist aspiring principals to understand the depth and breadth of theleadership role• provide a framework for targeted leadership development opportunitiesfor aspirant principals• provide a basis for coaching and mentoring of aspirant principals.Performance reviewUsing the Profiles as the basis of performance review for school leadersensures a transparent developmental focus. It will enable systems andsectors to align with the Leadership Requirements and ProfessionalPractices of the Standard to improve the performance of their schoolleaders. This will assist to:• link a system’s strategic organisational objectives for school leadershipto the Standard and Profiles• enhance coherence and clarity around system and sector leadershipunderstandings and expectations• connect performance reviews and related professional learning planswith the Standard and Profiles.Australian Professional Standard for Principals and the Leadership Profiles27

28 Australian Professional Standard for Principals and the Leadership ProfilesLeadership Profiles Summary Table

Leadership Profiles - Professional Practices lensFocusPractice descriptionTaken from the Australian Professional Standard for PrincipalsProfileDevelopmental pathway: a principal’s increasing proficiencyLeadingteachingand learningPrincipals create a positive culture of challenge and support,enabling effective teaching that promotes enthusiastic,independent learners, committed to lifelong learning.Principals have a key responsibility for developing a cultureof effective teaching, for leading, designing and managingthe quality of teaching and learning, and for students’achievement in all aspects of their development. They sethigh expectations for the whole school through carefulcollaborative planning, monitoring and reviewing theeffectiveness of learning. Principals set high standards ofbehaviour and attendance, encouraging active engagementand a strong student voice.Principals ensure the school values underpinand support high-quality inclusive practices andset expectations that all activities are focused onimproving student learning outcomes. They keepup-to-date with and share current developments inpedagogy and student engagement with all staff. Theylead staff and students in identifying and planninghigh-quality teaching and learning.Principals prioritise creating and sustaining astudent-centred learning environment. They motivatestaff to keep their teaching practice current throughuse of research and new technologies. They developa robust approach to reviewing the curriculum andpedagogy to ensure a consistently high-qualityenvironment for learning. They develop a coachingculture that encourages honest feedback to and fromstudents and teachers based on evidence.Principals lead a school-wide focus on individualstudent achievement, implementing strategies thatsecure educational provision for all. They ensure thatreflective practices, structured feedback, peer reviewand use of the Australian Professional Standards forTeachers lead to personal improvement of bothstudents and staff. They systematically monitor andreport on student progress and have interventionsin place to reduce gaps in attainment. Theycommunicate high aspirations and expectationsfor all, celebrate success and challengeunderperformance.Principals lead high aspirations in learning and inspirethe same in students, staff and parents. They establishsystematic methods for collecting and interpretingevidence to identify excellent teaching and learning,and share successful strategies with the schoolcommunity. They encourage staff to contribute toeducation networks, supporting the learning ofothers and development of pedagogy. They modelcollaborative leadership and engage with otherschools and organisations to share and improvepractice and encourage innovation in the educationsystem.Developingself andothersPrincipals work with and through others to build aprofessional learning community that is focused oncontinuous improvement of teaching and learning. Throughmanaging performance, effective continuing professionallearning and feedback, they support all staff to achieve highstandards and develop their leadership capacity. Principalssupport others to build capacity and treat people fairlyand with respect. They model effective leadership and arecommitted to their own ongoing professional developmentand personal health and wellbeing in order to manage thecomplexity of the role and the range of learning capabilitiesand actions required of the role.Principals promote the benefits of professionallearning to all staff and ensure that their willingnessand efforts to learn and improve are recognised. Theydevelop and implement a personal and organisationalvision that links all learning and development activitiesto better outcomes for students. They work with staff toidentify and prioritise their professional learning needsbased on any gaps between the requirements of theirroles and their current knowledge, understanding andskills. They model personal and professional learningthat is clearly linked to school goals and seek supportfrom others as appropriate.Principals seek leadership potential in othersand provide opportunities for their development.They identify and implement professionallearning opportunities with staff that are alignedwith staff learning plans and school priorities.They consistently apply effective performanceand development processes so that successis celebrated, underperformance addressedand complacency challenged. They providestaff with regular and effective feedback on theirperformance, determining together how they canimprove and remove any obstacles to learning.Principals build capacity by creating a culture ofempowerment, responsibility and self-directedresearch that leads to the development of aprofessional learning community. They modelthe importance of health and wellbeing, watch forsigns of stress in self and others and take action toaddress it. They modify their leadership behaviourbased on learning from experience and feedbackfrom colleagues. They evaluate whether professionallearning undertaken by self and staff has had thedesired impact on students and has been sharedwith others.Principals create challenging roles, responsibilities andopportunities for senior leaders that leverage and growtheir talents. They build and sustain a coaching andmentoring culture at all levels in the school and havea system of peer review and feedback in place. Theymentor other principals to support their growth anddevelopment and help them to address issues. Theyseek opportunities for professional growth throughengaging in state, national and global educationaldevelopments.Leadingimprovement,innovationand changePrincipals work with others to produce and implement clear,evidence-based improvement plans and policies for thedevelopment of the school and its facilities. They recognisethat a crucial part of the role is to lead and manageinnovation and change to ensure the vision and strategicplan is put into action across the school and that its goalsand intentions are realised.Principals identify the need for innovation andimprovement that is consistent with the school’svision and values and is informed by student learningoutcomes. They communicate the need for changeto the whole-school community in an inspirationaland logical way. They deepen their own knowledgeand understanding of improvement strategies, leadingchange and innovation at a whole-school level. Theyengage and inspire staff to commit to evidence-basedimprovement, change and innovation that has apositive impact on student learning.Principals develop a process and common languagefor change, which supports the implementation of thevision and strategic plan. They evaluate outcomesand refine actions as change is implemented, payingattention to social, political and local circumstances.They take account of the impact of change on others,providing opportunities for regular feedback so thatchange is owned by the school community. Theydistribute leadership and encourage staff to buildconsensus across the school community and to takeindividual responsibility for implementing change.Principals maintain their values whilst adaptingflexibly and strategically to changes in theenvironment, in order to secure the ongoingimprovement of the school. They lead andimplement the appropriate use of new technologiesin all aspects of the school’s development. Theybuild a culture of trust and collaboration wherechange and innovation based on research andevidence can flourish. They embed collaborativeand creative practices in the school, allowingeveryone to contribute to improvement andinnovation.Principals embed a culture of continuous improvement,ensuring research, innovation and creativity are corecharacteristics of the school. They lead educationalnetworks by trialling and exploring new ideas for thesystem, acting as a guide, coach and mentor to staffand colleagues. They evaluate the personal andorganisational effects of change through regularfeedback from stakeholders and evidence of impacton student outcomes. They develop an innovativeand outward-focused role as a leader influencingschool excellence across the system.Leading themanagementof the schoolPrincipals use a range of data management methods andtechnologies to ensure that the school’s resources andstaff are efficiently organised and managed to provide aneffective and safe learning environment as well as valuefor money. This includes appropriate delegation of tasks tomembers of the staff and the monitoring of accountabilities.Principals ensure these accountabilities are met. They seekto build a successful school through effective collaborationwith school boards, governing bodies, parents and others.They use a range of technologies effectively and efficientlyto manage the school.Principals align management procedures andprocesses to the educational goals and the visionand values of the school. They ensure employmentpractices and decisions are consistent with legislativerequirements. They allocate resources effectively tomaintain the day-to-day operations of the school andevaluate impact on student outcomes and value formoney. They clarify for staff the relationship betweenthe school’s vision and values and the operationaltasks that support them.Principals embed effective decision-making processesand build a cohesive leadership team. They analysewhat data is important and plan how it should beused in the support of student learning outcomes.They make best use of technology to record, analyseand share information, to monitor progress againstgoals, and support new ways of working. They modelexemplary professional behaviour and promote ethicalstandards throughout the school community.Principals ensure management procedures arefully understood by staff who take collectiveresponsibility for the smooth and efficient running ofthe school. They introduce best practice in humanresource management to ensure the school canattract, retain and motivate all staff. They review andimprove plans regularly with the school’s governingbody so that the school’s vision can be realised.They use a consultative approach with students, staffand the wider school community to develop formalstrategic plans.Principals identify trends and influences that will have animpact upon the management of the school and planfor them. They review the effectiveness of processesand use of data to improve school performance.They share best management practice and useof resources with other schools and educationnetworks. They embed a culture of review,responsibility and shared accountability to achievehigh standards for all.Engagingand workingwith thecommunityPrincipals embrace inclusion and help build a culture ofhigh expectations that takes account of the richness anddiversity of the wider school community and the educationsystems and sectors. They develop and maintain positivepartnerships with students, families and carers and allthose associated with the wider school community. Theycreate an ethos of respect taking account of the spiritual,moral, social and physical health and wellbeing of students.They promote sound lifelong learning from preschoolthrough to adult life. They recognise the multiculturalnature of Australia’s people. They foster understanding andreconciliation with Indigenous cultures. They recognise anduse the rich and diverse linguistic and cultural resourcesin the school community. They recognise and support theneeds of students, families and carers from communitiesfacing complex challenges.Principals promote parental and carer engagementas a key aspect of raising the achievement of allstudents. They support the development of a strongschool governing body that is truly representativeof the community. They lead an inclusive curriculumand school culture that promotes understanding ofand respect for Aboriginal and Torres Strait Islanderhistories, cultures and languages and other culturallyand linguistically diverse communities. They buildpartnerships with the local community and externalstakeholders so they are aware of the vision and valuesof the school and can contribute to its success.Principals draw on expertise from other organisationsto enhance and enrich the learning experiencefor students and their families. They encouragethe community to use school facilities in order tostrengthen community engagement with the school.They identify and implement strategies to meet thediverse needs of students and their families, challengelow expectations and close gaps in achievementfor specific groups. They understand the strengthsand needs of their communities, promoting highexpectations and achievement for all.Principals work with other agencies to support thehealth, wellbeing and safety of students and theirfamilies. They create specific strategies for hard-toreachparents and carers, and explore the use oftechnology to deepen the engagement of parentsand carers in student learning. They establishinnovative processes to gather regular feedbackfrom families and the local community that issystematically used to review school practices andinform decision-making.Principals lead the school as an inclusive outwardfacingorganisation. They link with and provide supportto other schools in effective community and familyengagement. They draw on best practice nationally andinternationally to embed a culture of inclusion and highexpectations for all and take steps to tackle the effectsof disadvantage on learning. They develop a mutuallysupportive, collaborative and trusting relationshipwith the community to ensure engagement in thelife of the school. They collaborate effectively withother schools and agencies to promote an excellenteducation system in which all young people canthrive.

aitsl.edu.auFurther informationTelephone: +61 3 9944 1200Email: info@aitsl.edu.auMelbourne | CanberraAITSL is funded by the Australian GovernmentISBN 978-1-925192-13-1Updated June 2015