Local Innovation Project : Leaders for low SES Schools

1. Local Innovation Project:Leaders for low SES Schools

2. Participants will engage in professional learning, work shadowing and evaluation processes as scheduled • Design an inquiry question, based on the AITSL Professional Standard for Principals to be explored through work shadow experience. • Work shadow an experienced principal in a low SES site for four consecutive days • Create a video journal including an interview with the mentor principal around “ what do you know now that you wish you’d known before”. • The journal will form part of the formal evaluation at the conclusion of the project. The Project

3. The following are evidence sources that might be helpful for your inquiry and ultimately your evaluation presentation. • Artefacts: policies, plans, documented processes, school agreements, codes of practice • Video Journal: in addition to your interview with your mentor, you may like to capture perceptions of other staff, activities, your reflections etc as part of an ongoing video journal. • Photos: a picture is worth a thousand words, record useful resources, physical environments etc • Written Journal: keeping a journal including interesting ideas and new learning as well as private reflections creates a record on which you can draw when documenting you inquiry. Evidence sources for inquiry

4. Each participant is funded for 6 TRT days (6 x $443) for the following purposes: 1 x TRT for statewide evaluation forum 1x TRT for ½ day initial PD 1x TRT for ½ day prior to evaluation 4 x TRT days work shadowing • Ipod Touch x5 - equipment to remain in RO – this equipment will become part of the tracking and documentation of the project. Funding

5. Term 2 Week 2 Wednesday 8th May) Initial PD Term 2 By Week 5 - Participants contact mentors to arrange dates Susan and Christine to contact mentors prior to this Term 3 Week ???? Get together at Noarlunga House Conference Room 1, 3rd Floor 4pm Term 3 Week ??? ½ day regional evaluation Before statewide evaluation. Timeline

6. Knowledge and Understanding The National Professional Standard for Principals Vision and Values Personal qualities, social and interpersonal skills The standard for principals: The role in action Leadership requirements Leading teaching and learning High quality learning, teaching and schooling Successful learners, confident creative individuals and active informed citizens Professional practices Developing self and others Leading improvement, innovation and change Leading the management of the school Engaging and working with the community Context: School, sector, community: socio-economic, geographic: and education systems at local, regional, national and global levels

7. Leadership requirements Professional practice Vision and values Knowledge and understanding • Personal qualities, social and interpersonal skills Developing Self and Others To achieve excellence in your work as a Principal …. • Clarify personal values and consider how they impact on leadership actions • Build a compelling vision derived from the values and beliefs of all stakeholders • Communicate the vision in ways that mobilise others, align work and achieve shared intentions • Use shared vision and values to provide direction, derive influence and counter ambivalence and resistance • Develop, mentor, recognise and reward behaviours that lead to the achievement of shared goals • Acknowledge that vision building is a dynamic process and, therefore, commit to the ongoing professional learning of self and others • Plan strategically to build capacity to ensure the sustainability of the school and its vision • Understand roles, responsibilities and accountabilities of all stakeholders in your school community • Know your own leadership style and preferences and understand impact on others • Develop an understanding of the contribution of leadership to school effectiveness and promote this contribution with others • Offer challenge and intellectual stimulation to build knowledge, skills and aptitudes in others • Know the authority, power and influence of your position and how they can be used most judiciously • Understand how self and others learn and the implications of this for leadership of professional learning • Build a sense of self efficacy in self and others • Build trust and cooperation through effective communication with staff, students and community • Manage tensions, conflict and contextual stresses effectively • Communicate and provide feedback to others to support improved performance and to achieve high standards • Relate to a wide range of people by valuing and practicing interpersonal skills and displaying qualities such as respect, empathy and fairness • Invite others to engage in leadership by sharing and distributing power, authority and responsibility • Model your commitment to professional learning and to the growth and realisation of potential in others Indicators (of excellence in the work of Principal)

8. How will you expect to see these leadership qualities displayed? • Educational leadership? What does it look like? What is the significant activity around this? Leadership Self Assessment What do you stand for educationally?

9. Formulate an inquiry question • Document and forward to a team member by end of Week 5 Identify a professional practice that will guide your inquiry

10. Hugh: Leading Improvement Innovation and Change How do you “bring people on board”, including those who are reluctant to change? • Louisa : Engaging and working with the community How do you enact your vision and values as a leader and bring the community together without losing integrity? Inquiry Questions:

11. Linda Olifent Pimpala PS • Heather Walker Port Noarlunga PS • Stan Hagias Morphett Vale PS • CezGreen Seaford 6-12 • Therese Dunlop Moana PS • Debbie Grzeczkowski Hackham West PS • Bob Thiele Hackham East PS • Liz Mead Aberfoyle Park HS Mentors: