The ACEL Leadership Capability Framework

2. The relationship among the adults in the schoolhouse has more impact on the quality and the character of the school and on the accomplishment of youngsters than any other factor Roland Barth 2001

3. The ACEL Leadership Capability Framework Is a tool, a resource to help you: • Drive leadership strategies including leadership development and succession planning • Inform and inspire leadership development programs • Provide an overall picture of leadership in context • Assess, identify and develop leadership capabilities – identify strengths and target specific performance areas for improvement; • Identify leadership skills, attributes, knowledge, understandings and capacities for undertaking whole-school and system-wide improvement • Build capacity to implement and sustain improvements in the long term It enables you to get a deeper understanding of leadership, flexibility and coherence.

4. The development of the ACEL Leadership Capability Framework The design of The ACEL LeadershipCapability Framework takes into account the significant learnings from over100 system-embedded leadership capability frameworks spanning education, health, defence, public administration and law from around the world International: validated by Professors Andy Hargreaves and Alma Harris International: Learnings gathered from the Centre for Creative Leadership, the Harvard Principals Centre, The London Centre for Leadership and Learning at the University of London National: Validated by national and state Principal and Teacher Associations, and the Australian Institute of Management It has taken over three years to weave these ideas together into what is now known as The ACEL LeadershipCapability Framework and Learning Maps 1200+ hours of research 6 Australian States and Territories 18 Countries Commonwealth of Nations Microsoft Strategic Leadership Transformational Leadership Educative Leadership Organisation Wide Leadership

5. Why Capability? • Capable leaders are those who can also operate in unknown contexts with new challenges • Capable leaders have the ability to continue learning and adapting to change • Capable leaders lead the tomorrows . . . an all round human quality, an integration of knowledge, skills, personal qualities and understanding used appropriately and effectively – not just in familiar and highly focused specialist contexts but in response to new and changing circumstances (Stephenson, 2000, p. 2)

6. Capabilities … Capabilities include competencies. A continuous process over time that changes over time (“How do I build my capabilities in relation to....?”). You select. You will be very capable in one or more of the leadership dimensions. Capabilities are the starting points for learning, not the culmination

9. The ACEL Learning Maps The ACEL Leadership Capability Learning Maps are designed to support the notion of ‘spheres of influence’ by providing four stages of development for each leadership growth area and description of leadership capability in action. These stages are: Influencing within and beyond classroom Influencing within and beyond team Influencing within and beyond school; and Influencing within and globally beyond school.

11. Key Elements Personal Courage Personal Integrity Political Problem Solving and Judgement Professional Learning Community Professional Learning Conversations Reflection Relational Trust and Values Resilience Results Focus Safe Learning Environment Self Awareness and Renewal Self as Leader Self as Learner Setting Vision and Strategy Skilful Communication Student Learning Systems Thinking Teamwork Values Accountability Advocacy/Influence Capability Coherent Approaches Community Connectivity Culture and Change Diversity Entrepreneurship Excellence in Pedagogy Feedback Individuals Performance

12. Australian Council for Educational Leaders Leadership Academy Self‐Assessment Survey Complete each field MIT MIS

13. Complete Self‐Assessment SurveyThere are 92 questions and you can save the data at any timeIt should take about 30 minutes to complete

16. Average growth areas for Jenny Lewis

20. Framing the process Here is my strengths base Leadership around a personal growth area • Here is what I want to learn and develop • I need to reflect learning leadership in context • My goals must align with school priorities Here are our strengths • What capabilities would define the success of our team? • Focus leadership around a specific focus area/action learning

21. Choose one strength that you believe has the most positive influence in your school Investigate one of your strengths using the learning maps Why do you think you are strong here? How did you develop this strength? How could you use this strength to increase your influence area?

22. Growth area Review your growth areas … Investigate one of your growth areas using the learning maps … What are you moving from and what are you moving toward? Where are you right now in your context? Given everything on your plate, what is the most important thing to be doing right now? How do your personal growth areas link to the organisation’s goals and priorities?

23. With your learning partner:Review your identified learning need and plans: - What is your evidence for selecting this area? - Is it important? - What will be your criteria for success?- What are your commitments?

24. Average Growth Areas for Whole Group

25. Average Growth Areas for each Group

26. Statistical Average of Growth Areas for each Group

27. Summary of Leads Self for Learning

28. Statistical Average of Leads Self for Learning for XX Principals and Assistant Principals

29. Self as Learner • Staff shortages over the past three years have made sometimes made it difficult to move beyond management towards leadership. • Would like to pursue more formally and hopefully strengthen in this area • Continuing to grow and to grow others -- leading by example is a goal that aims to avoid hypocrisy • Will request feed back on a more regular basis. (each term) • Set regular e.g. monthly brief performance feedback sessions with a colleague and manager; find personal icon/metaphor for benchmark • Ensuring time is set aside for appropriate professional readings • Involve staff in identifying and resolving problems issues • Need to undertake study around the work I am doing in my school, to explore what is working and why • Usually get feedback at Performance Review or after job interview. How to gain quick, honest feedback.

30. Summary of Leads Others for Learning

31. Statistical Average of Leads Others for Learning for XX Principals and Assistant Principals

32. Summary of Leads the Organisation for Learning

33. Statistical Average of Leads the Organisation for Learning for XX Principals and Assistant Principals

34. Sharing the News – what do XX Leaders really want to learn about

35. The ACEL Leadership Academy The ACEL Leadership Capability Framework 1 The ACEL Leadership Learning Maps 2 The ACEL Leadership Portal 3 The ACEL Reflective Online Tool 4 The ACEL Leadership Programs 5 The ACEL Leadership Faculty 6

36. The Leadership Modules There areseven interrelated modules designed as learning resources to support individuals and teams undertaking the leadership development programs: Introduction and Orientation The HeART of Leadership 1 The HeART of Leadership 2 Setting up for Leadership Learning and Development Leadership and Learning The Action Learning Project Sustaining self, others and the organisation

38. Phase 1: Knowing the ‘right’ thing to do; knowing what to do and why it is important The steps include Awareness Readiness Gathering information In this phase the focus is ‘leading self for learning’. To achieve these steps the participants will: Complete the online assessment tool and reflect on the strengths of their leadership capabilities and those needing improvement. The online assessment tool is completed at the beginning and at the end of the program Receive a feedback report after the completion of the online assessment in the form of leadership capability profiles and feedback from colleagues about their leadership capabilities Consider strengths, identify areas for learning and development and set personal learning goals Collaboratively design with a colleague, a personalised learning pathway and program, and determine what evidence counts as improvement and success Create benchmarks and evaluation criteria to monitor progress in achieving these goals Start documentation including a reflection journal

39. Phase 2: Doing the thing ‘right’– knowing how to do it, when to do it and why it works. Steps involved include: Planning and design (and redesign) of an action learning project Implementation of this project In this phase the focus is ‘leading self for learning’ and ‘leading others for learning’. To achieve these steps the participants will: Learn about leadership though leading a project. The project involves research and analysis of ‘best fit’ leadership practices that will lead to improvements in student success Explore and explain those leadership capabilities that create the conditions that enable teachers to make a bigger difference to the success of their students Re-evaluate what evidence counts as improvement and success and gather data to monitor progress in achieving goals Modify personalised learning programs and action learning plans, accordingly Share learning with colleagues, where possible

40. Phase 3: Sustaining improvements In this phase the focus is ‘leading self for learning’, ‘leading others for learning’ and ‘leading the organisation for learning’. To achieve these steps the participants will: Learn about sustaining change and improvement. Adapt personalised learning programs and action learning plans to assist in the long-term, sustainable improvement in learning environments and learning Continue to share and evaluate learning