Australian Professional Standard for Principals 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