• 2013 Annual Report Banner
  • Action Area 3 – Leadership

     

    Leadership

    The Leadership and Professional Learning Unit at the Catholic Education Office Melbourne (CEOM) is committed to working in partnership with schools to build the capacity and capability for high quality leadership for school improvement across Catholic school communities.

    The team’s strategic focus, development work and services are structured around three broad overlapping strands:

    • Leadership Learning
    • School Improvement
    • System-wide professional learning provision.

    Strategic partnerships with schools, state, national and international bodies, and experts support innovation and evidence-based practice across the three strands.

    A number of key CEOM Frameworks and strategies underpin the team’s services which include resource development, design and delivery of differentiated professional learning programs, and coordination and promotion of system-wide professional learning provision.

    SIF logoSchool Improvement Framework

    The School Improvement Framework (SIF) recognises the distinctive nature of Catholic schools and promotes a four-year improvement cycle involving self-reflection, review and planning with a component of external objective assessment and accountability.

    • In 2013, a total of 80 schools were reviewed; 70 primary schools and 10 secondary schools.
    • A model of differentiated negotiated review is now being offered to selected schools that have completed at least two previous reviews.
    • School Improvement Surveys were completed by 11,757 Catholic school staff, 35,164 students and 14,442 parents.

    LSF logoLeadership Standards Framework

    The Leadership Standards Framework (LSF) provides Catholic schools with a common understanding of and language around school leadership and supports the development of any teacher aspiring to, or engaged in, educational leadership. In 2013 the Leadership Standards Framework website was substantially upgraded to include new features and functions to provide support and opportunities for interaction, communication and collaboration for Victorian Catholic school teachers and leaders.

    Leadership Standards Framework onsite filming
    On-site filming of an exemplar for the
    Leadership Standards Framework website
     

     

    Personal Story 

    Action Area 3 

    Tony McMahon
    Principal
    St Joan of Arc School, Brighton
     

    In my 25-plus years involved in education, I’ve seen some terrific role models in leadership. I’ve been a principal now for 13 years, the last four at St Joan of Arc School and for nine years before that at St Joseph’s School, Malvern. At both schools, I’ve put a lot of effort into working with the school community to build a strong and vibrant culture – because as far as I’m concerned, that relationship is fundamental to creating a high performing school.

    I was fortunate in my first year at St Joan of Arc that we were involved in a School Review under the direction of the CEOM. The process really helped our school community develop a shared vision and strategic directions through the School Improvement Plan.

    Principals are vital in developing a climate that supports high-quality learning and teaching. For me, that means inspiring and enabling leadership at all levels of my organisation, and encouraging staff to support their colleagues too by helping each other reflect on and improve their practice – which translates into better student learning. Above all, I endeavour to create a culture of learners – where we all learn together and are proactive in our efforts to keep learning.

    We have a big leadership team at my school, so I prefer a collaborative model of leadership that invites everyone to share and invest in the school’s vision and work cooperatively to turn that vision into reality.

    leadership continuum logoLeadership Continuum

    The CEOM Leadership Continuum promotes access to more than 20 leadership development programs and additional resources to support six phases of leadership: Emerging Leaders, Established Leaders, Aspirant Principals, Initial Principals, Experienced Principals and Mentor Principals.

    In 2013 an increased number of Catholic primary and secondary school leadership teams participated in the professional learning program Enhancing Leadership Team Capability (ELTC). The 14 teams, comprising 88 senior school leaders, received individual and combined 360° feedback uniquely informed by the Catholic Leadership Capability Framework and the Atkinson-Consulting Dialogue Framework, as the basis for engaging in a focused, action-based leadership development process.

    The ability to use the coach to focus on particular elements of the team's capabilities is very useful. There has already been a change in dialogues styles with a more restorative approach and a less judgmental attitude.
    (ELTC program participant)

    Enhancing Leadership Team Capabilities
    Steve Atkinson facilitating at the Enhancing Leadership Team Capability program 

    Performance and Development Culture

    The Performance and Development Culture (PDC) initiative represents a significant post-review strategy in improving student learning by paying attention to the quality of the teaching in every classroom. It is based on the premise that an effective school provides all teachers with objective, constructive and actionable feedback on their performance, and opportunities for ongoing and responsive professional learning.

    • The Melbourne Implementation Plan of the Australian Teacher Performance and Development Framework (ATPDF) was developed in 2013.
    • The development of a Catholic Performance and Development Framework in partnership with the Australian Council for Educational Research (ACER) also began. The roll-out of the Melbourne Implementation Plan will begin in 2014.

    International Speaker Series

    The CEOM International Speakers Series is a forum for prominent leaders and thinkers from around the globe to share their wisdom and perspectives on contemporary issues in educational leadership with members of the Catholic education community. The main objective of the series is to inspire leaders to engage with contemporary research and debate on a range of international issues in education that are of particular relevance to Catholic schools.

    In 2013 the International Speaker Series hosted three presenters at the Catholic Leadership Centre, Professor Didier Pollefeyt, Katholieke University Leuven, Belgium; Professor Andy Hargreaves, Lynch School of Education, Boston College; and Ms Valerie Hannon, Innovation Unit, United Kingdom. These presentations were attended by 453 leaders and leadership team from Victorian Catholic schools.

    Valerie Hannon conference
    Valerie Hannon addresses Catholic education leaders
    as part of the International Speaker Series
     

    Other initiatives

    • Emerging Leaders Program
    • Working Party on Negotiated Reviews
    • Consultations on implementation of the Australian Performance and Development Framework
    • Administration support for Change2 
    • Implementation of the online School Improvement Planning System (SIPS)
    • Leadership Reference Group
    • Identifying and Acknowledging High Performing Teachers in the Catholic Sector
    • School Improvement
    • Creating and Supporting a Performance and Development Culture in Schools
    • Leadership Learning Support Grants
    • Enhancing Leadership Team capability
    • Principal Coaching
    • Primary Principal Professional Learning Program
    • Primary Principal Appraisal
    • re:th!nk Aspiring to Principalship
    • Principal Selection and Appointment Processes
    • Access to 360° surveys
    • Women In Leadership
    • Administration associated with National Partnerships

    Emerging Leaders Program
    The Emerging Leaders Program at the Catholic Leadership Centre 

    Professional Learning Activities

    Leadership and Professional Learning initiatives Participants
    P–12 Principal Induction Program – 2013–14 cohort (Year 1) 9
    P–12 Principal Induction Program – 2012–13 cohort (Year 2) 9
    re:th!nk Aspiring to Principalship – 2013–14 cohort (Year 1) 45
    re:th!nk Aspiring to Principalship – 2012–13 cohort (Year 2) 32
    Leadership Learning Support Grants Information Evening 18
    Enhancing Leadership Team Capability 80
    Coaching is a Conversation 36
    International Speaker Series – Didier Pollefeyt 132
    International Speaker Series – Andy Hargreaves 195
    International Speaker Series – Valerie Hannon 78
    Reflective Evaluation for Active Leadership 16
    Building a Coaching Culture – Coaching Skills for Leaders 27
    Primary Principal Professional Learning Program Information Session 16
    2013 Graduate Teacher Welcome Function 224
    AGQTP Emerging Leaders Program 20
    Performance and Development Culture – 2012–13 cohort 39
    Annual Report to the School Community – Eastern workshop 20
    Annual Report to the School Community – Northern workshop 22
    Annual Report to the School Community – Southern workshop 13
    Annual Report to the School Community – Western workshop 35
    Change2 Principals Briefings – two briefings ~180
    Evidence-based Reflection: Using Trend Data for School Review – two workshops 68
    School Effectiveness: New Perspectives on School Improvement Surveys – two workshops 57
    NAPLAN Analysis 2014 Primary Review Schools – three workshops 75
    NAPLAN Analysis 2014 Secondary Review Schools 22

    re:th!nk Aspiring to Principalship

    The following table shows the number of participants in the re:th!nk Aspiring to Principalship program (in the Archdiocese of Melbourne) who were appointed to principalship between 2008–2013.

    Participants in re:th!nk Aspiring to Principalship appointed to principalship 2008–2013 Primary Secondary Total
    Female 13 2 15
    Male 14 5 19
    Total 27 7 34