1. National Professional Standard for Principals
Dame Pat Collarbone

2. Introducing AITSL AITSL works with the education community to:
Set and maintain standards for excellence in teaching and school leadership
Lead and influence excellence in teaching and school leadership
Support and recognise excellence in teaching and school leadership

3. AITSL’s work National Professional Standards for Teachers
National Professional Standard for Principals
Australian Charter for the Professional Learning of Teachers and School Leaders
Professional Learning Flagship Programs
Leading Curriculum Change
Leading Australia’s Schools (2011)
The Australian Awards for Outstanding Teaching and School Leadership

4. What is the Standard?
The Standard is a public statement which sets out what Principals are expected to know, understand and do.
It is represented as an integrated model.
The Standard aims to:
define the role and unify the profession nationally
describe professional practice in a common language
make explicit the role of quality school leadership in raising standards for the 21st century

6. Making a difference
The Standard captures the crucial elements of a principal’s role in:
raising student achievement
ensuring equity and excellence
creating a school where quality teaching and learning thrive
meeting the needs of the community
helping to shape the wider education system.

7. Leadership Leadership is about creating new realities.”
“Leadership exists where people are no longer victims of circumstances but participate in creating new circumstances...
it’s not about position or power; it’s not about accomplishments; it’s ultimately not even about what we do.
Leadership is about creating a domain in which human beings continually deepen their understanding of reality and become more capable of participating in the unfolding of the world.
Leadership is about creating new realities.”
(Senge, 1990, 2006)

8. The development of the Standard
Informed by research and by existing leadership standards and frameworks.
Consulted stakeholders from all school sectors, institutes and professional associations.
Engaged an International Advisory Panel.
Included feedback on draft standard from stakeholders.
Road tested standard through pilot studies nationwide.
Approved by Ministerial Council in July 2011.

9. Research base
Leadership must be contextual, learning-centred and responsive to the diverse nature of Australian schools
The practices and competencies of leaders evolve as leaders move through their careers
Leadership is distributed amongst members of school teams
New models of leadership are emerging within and beyond the school with a focus on system leadership
A small handful of personal qualities and skills explain a high proportion of the variation in leadership effectiveness

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

11. Change how we decide what to do
Plan, review, respond model
The model captures the concept of continuous improvement as well as the idea of different levels of learning – single, double and triple loop.
Context
Assumptions
Plan & act
Review outcomes
Respond
Change how we do things
Change what we do
Single-loop learning assumes that problems and their solutions are close to each other in time and space (thought they often aren't). In this form of learning, we are primarily considering our actions. Small changes are made to specific practices or behaviors, based on what has or has not worked in the past. This involves doing things better without necessarily examining or challenging our underlying beliefs and assumptions. The goal is improvements and fixes that often take the form of procedures or rules. Single-loop learning leads to making minor fixes or adjustments, like using a thermostat to regulate temperature
Double-loop learning leads to insights about why a solution works. In this form of learning, we are considering our actions in the framework of our operating assumptions. This is the level of process analysis where people become observers of themselves, asking, “What is going on here? What are the patterns?” We need this insight to understand the pattern. We change the way we make decisions and deepen understanding of our assumptions. Double-loop learning works with major fixes or changes, like redesigning an organizational function or structure
Triple-loop learning involves principles. The learning goes beyond insight and patterns to context. The result creates a shift in understanding our context or point of view. We produce new commitments and ways of learning. This form of learning challenges us to understand how problems and solutions are related, even when separated widely by time and space. It also challenges us to understand how our previous actions created the conditions that led to our current problems. The relationship between organizational structure and behavior is fundamentally changed because the organization learns how to learn. The results of this learning includes enhancing ways to comprehend and change our purpose, developing better understanding of how to respond to our environment, and deepening our comprehension of why we chose to do things we do.
Change how we decide what to do

12. Model of professional practice9

13. Using the Standard for analysis
The Principal Standard offers a framework for professional dialogue and problem solving.
Using the scenario you have been given work in groups of three, each taking a different role:
The Principal – describes the situation and what they plan to do about it.
The stakeholder (teacher, parent, governor) – responds and discusses with the Principal.
The observer – captures which elements of the Standard are being used and provides feedback at the end.

14. Why is the Standard so important?
To :
provide a framework for professional learning
attract, develop and support principals
guide self improvement and assessment
guide the management of self and others
communicate the role to the wider community

16. Screengrab of Clearinghouse13

18. How could you use the Standard?
Look through your card pack which offers “Ways to Use the Principal Standard” and discuss and decide where to place each card on the priority matrix.
do a quick evaluation initially – i.e. don’t waste time in debate.
remember that all ratings are relative – not absolute.
moderate your evaluations once all the cards have been rated.

19. Prioritising the uses of the Standard

21. How can Principals use the Standard?
As a framework for problem solving and strategic planning.
As a tool for self reflection.
To identify areas for professional development.
To coach middle and senior managers.
To communicate the role to School Council and parents.
To access relevant research and best practice:
Clearinghouse on AITSL website

22. Commitment
Take the Principal Standard postcard from your pack and write down three actions that you plan to take to use the Standard or share it with others.
This postcard is for you to take now, but you can write and self-address a duplicate postcard for us to send to remind you, if you wish. Please hand this to staff when you leave.

23. We need your help
We are passionate about getting the standard at the heart of every school.
Could you:
Work with local Principals to bring the Standard to life?
Creatively use the Standard in your own school?
Use the Standard with your P&C or school council to lead school improvement?
Your memory stick contains today’s slides & videos.
Copies of all materials used are available when you leave. Please take them to share.

24. “The future is not some place we are going to, but one we are creating
“The future is not some place we are going to, but one we are creating. The paths are not to be found, but made, and the activity of making them changes both the maker and the destination”.
John Schaar - political theorist

25. aitsl.edu.au principalstandard@aitsl.edu.au (03) 9944 1200