28 <strong>Australian</strong> <strong>Professional</strong> <strong>Standard</strong> <strong>for</strong> <strong>Principals</strong> and the <strong>Leadership</strong> <strong>Profiles</strong><strong>Leadership</strong> <strong>Profiles</strong> Summary Table
<strong>Leadership</strong> <strong>Profiles</strong> - <strong>Professional</strong> Practices lensFocusPractice descriptionTaken from the <strong>Australian</strong> <strong>Professional</strong> <strong>Standard</strong> <strong>for</strong> <strong>Principals</strong>ProfileDevelopmental pathway: a principal’s increasing proficiencyLeadingteachingand learning<strong>Principals</strong> create a positive culture of challenge and support,enabling effective teaching that promotes enthusiastic,independent learners, committed to lifelong learning.<strong>Principals</strong> have a key responsibility <strong>for</strong> developing a cultureof effective teaching, <strong>for</strong> leading, designing and managingthe quality of teaching and learning, and <strong>for</strong> students’achievement in all aspects of their development. They sethigh expectations <strong>for</strong> the whole school through carefulcollaborative planning, monitoring and reviewing theeffectiveness of learning. <strong>Principals</strong> set high standards ofbehaviour and attendance, encouraging active engagementand a strong student voice.<strong>Principals</strong> 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.<strong>Principals</strong> 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 <strong>for</strong> learning. They develop a coachingculture that encourages honest feedback to and fromstudents and teachers based on evidence.<strong>Principals</strong> lead a school-wide focus on individualstudent achievement, implementing strategies thatsecure educational provision <strong>for</strong> all. They ensure thatreflective practices, structured feedback, peer reviewand use of the <strong>Australian</strong> <strong>Professional</strong> <strong>Standard</strong>s <strong>for</strong>Teachers 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 expectations<strong>for</strong> all, celebrate success and challengeunderper<strong>for</strong>mance.<strong>Principals</strong> lead high aspirations in learning and inspirethe same in students, staff and parents. They establishsystematic methods <strong>for</strong> 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 andothers<strong>Principals</strong> work with and through others to build aprofessional learning community that is focused oncontinuous improvement of teaching and learning. Throughmanaging per<strong>for</strong>mance, effective continuing professionallearning and feedback, they support all staff to achieve highstandards and develop their leadership capacity. <strong>Principals</strong>support 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.<strong>Principals</strong> promote the benefits of professionallearning to all staff and ensure that their willingnessand ef<strong>for</strong>ts to learn and improve are recognised. Theydevelop and implement a personal and organisationalvision that links all learning and development activitiesto better outcomes <strong>for</strong> 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.<strong>Principals</strong> seek leadership potential in othersand provide opportunities <strong>for</strong> their development.They identify and implement professionallearning opportunities with staff that are alignedwith staff learning plans and school priorities.They consistently apply effective per<strong>for</strong>manceand development processes so that successis celebrated, underper<strong>for</strong>mance addressedand complacency challenged. They providestaff with regular and effective feedback on theirper<strong>for</strong>mance, determining together how they canimprove and remove any obstacles to learning.<strong>Principals</strong> 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 <strong>for</strong>signs 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.<strong>Principals</strong> create challenging roles, responsibilities andopportunities <strong>for</strong> 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 <strong>for</strong> professional growth throughengaging in state, national and global educationaldevelopments.Leadingimprovement,innovationand change<strong>Principals</strong> work with others to produce and implement clear,evidence-based improvement plans and policies <strong>for</strong> 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.<strong>Principals</strong> identify the need <strong>for</strong> innovation andimprovement that is consistent with the school’svision and values and is in<strong>for</strong>med by student learningoutcomes. They communicate the need <strong>for</strong> 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.<strong>Principals</strong> develop a process and common language<strong>for</strong> 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 <strong>for</strong> 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 <strong>for</strong> implementing change.<strong>Principals</strong> 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.<strong>Principals</strong> 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 <strong>for</strong> 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 school<strong>Principals</strong> 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 value<strong>for</strong> money. This includes appropriate delegation of tasks tomembers of the staff and the monitoring of accountabilities.<strong>Principals</strong> 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.<strong>Principals</strong> 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 <strong>for</strong>money. They clarify <strong>for</strong> staff the relationship betweenthe school’s vision and values and the operationaltasks that support them.<strong>Principals</strong> 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 in<strong>for</strong>mation, to monitor progress againstgoals, and support new ways of working. They modelexemplary professional behaviour and promote ethicalstandards throughout the school community.<strong>Principals</strong> ensure management procedures arefully understood by staff who take collectiveresponsibility <strong>for</strong> 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 <strong>for</strong>malstrategic plans.<strong>Principals</strong> identify trends and influences that will have animpact upon the management of the school and plan<strong>for</strong> them. They review the effectiveness of processesand use of data to improve school per<strong>for</strong>mance.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 <strong>for</strong> all.Engagingand workingwith thecommunity<strong>Principals</strong> 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.<strong>Principals</strong> 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 <strong>for</strong> 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.<strong>Principals</strong> draw on expertise from other organisationsto enhance and enrich the learning experience<strong>for</strong> 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 achievement<strong>for</strong> specific groups. They understand the strengthsand needs of their communities, promoting highexpectations and achievement <strong>for</strong> all.<strong>Principals</strong> work with other agencies to support thehealth, wellbeing and safety of students and theirfamilies. They create specific strategies <strong>for</strong> 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 andin<strong>for</strong>m decision-making.<strong>Principals</strong> 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 <strong>for</strong> 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.
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