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1 Responding to Leadership Challenges: A Victorian Catholic Sector Profile

2 Catholic Education Office Melbourne Contact: Mary Oski Catholic Education Office Sandhurst Contact: Tom Sexton Catholic Education Office Sale Contact: Pauline Low Catholic Education Office Ballarat Contact: Jim Delaney A copy of this paper is available on the CECV website:>

3 OUTLINE OF PRESENTATION 1.CECV Context 2.Evidence Informing Strategic Response 3.Leadership & School Improvement 4.Leadership Standards Framework 5.The use of the Framework within schools and across dioceses

4 1. CECV Context The Catholic Education Commission of Victoria (CECV) was incorporated as a company limited by guarantee on 23 May 2006. Company Members: –Most Rev. D Hart DD, Archbishop of Melbourne –Most Rev. J Coffee DD, Bishop of the Diocese of Sale –Most Rev. PJ Conners DD, DCL, Bishop of the Diocese of Ballarat –Most Rev. JA Grech, Bishop of the Diocese of Sandhurst Board: –8 Non Executive Directors (including Chairperson) –4 Executive Directors - Directors of the four Victorian Catholic Education Offices (CEOs)

5 Objects of the CECV : Support and advance Catholic education in Victoria; Foster unity of purpose and coordination of affairs across the dioceses; Articulate and monitor strategic directions; Represent Catholic schools in dealings with governments and the community; Act as an agency to receive, manage and account for funds received on behalf of Catholic schools from the Australian and State governments, and other agencies; Support the establishment of accountability systems to meet legal requirements and the expectations of the broader public; and Review and monitor management and organisational performance.

6 Victorian Catholic Sector Profile 2006 483 Catholic schools –382 Primary schools – 93 Secondary schools – 8 Special schools 15,872 Staff –12,224 teaching staff – 3,648 non-teaching staff

7 182,516 enrolments (2006)

8 Sector Enrolment Share (2006)


10 2. Evidence Informing Strategic Response: Research Study Leadership succession for Catholic schools in Victoria, South Australia and Tasmania (VSAT Project) Flagship for Catholic Educational Leadership, Australian Catholic University, 2003 Explored: pathways to principalship aspirations of staff in Leadership positions factors influencing applications programs provided by Catholic Education Offices (CEOs) to support the continuing development of principals. the changing context implications for schools and principalship Increasing workload and government and community expectations

11 VSAT STUDY: Key Findings Priority issues to be addressed Pathways limited experience as Coordinators or Deputy Principal for female principals. concerns about burnout and renewal. Aspirations to principalship under-representation of female applicants; Religious Education Coordinators unwilling to apply.

12 VSAT STUDY: Key Findings (Cont.) Factors discouraging senior leaders from applying for principalship impact on personal and family life; complexities and pressures of the role; concerns about selection and appointment procedures; schools in specific locations.

13 VSAT STUDY: Key Findings (Cont.) Recommendations for CEOs professional development programs that equip aspirants for informed, wise and ethical leadership; development and implementation of a shared leadership framework that will: –assist to increase leadership capability; and –assist in distributing the responsibility and workload

14 3. Leadership & School Improvement The school as the centre of change Need for a thorough context analysis of the school prior to improvement planning Plan should be unique to the school itself Focus more closely on outcomes rather than process factors Use of multiple data sources – quantitative & qualitative Balance between top down and bottom up (Fullan 1991; Fitz-Gibbon 1996; Reynolds, Teddlie, Hopkins, Stringfield 2001; Hopkins 2005; )

15 The focus on school improvement & accountability within Victoria Satisfying expectations of government and sector authorities about accountability for the outcomes of schooling; To assist schools and teachers to improve student learning outcomes Evidence-based approach based upon a range of data sources

16 Why focusing on school leadership is important It can be concluded that it does matter which Australian school a student attends and how that school is organised and led Student academic achievement, academic self- concept and engagement and participation in school and then further study and/or work have been shown to be linked to teacher and school practices…. That is, practices that that can be influenced by school leadership. (DEST & ACER, 2006)

17 Professional Learning Cultures Leadership plays a key role in establishing cultures which are professionally stimulating for teachers; They increase teachers’ sense of efficacy and thus raise teacher expectations They have a positive effect on teacher engagement, learning and pedagogy As teacher engagement increases, so too does student engagement. There is an upward spiral of engagement for both teachers and students. (Ainley, Frydenberg & Russell, 2005)


19 Leadership in Catholic Schools in Victoria Strong link between leadership & student outcomes CECV committed to building leadership capacity within every Catholic school in Victoria

20 Australian Government Quality Teacher Program (AGQTP) Developed by CEO Melbourne & Sale in partnership with ACER Work commenced in 2003 Endorsed by Catholic Education Commission of Victoria (CECV) late 2005 4. Leadership in Catholic Schools Development Framework and Standards of Practice

21 A process of developmental profiling of potential leaders in a school, against a previously validated leadership framework, can constitute a long-term, comprehensive and systematic approach to leadership succession planning (Duignan 2003) CECV believes that a system wide leadership framework can be instrumental in supporting aspirants to leadership in Catholic schools……….

22 Notion of “Hero” Leader Rejected Deep and sustained reform depends on many of us, not just on the very few who are destined to be extraordinary (Fullan 2001)

23 Teacher Leadership Effective schools characterised by the capacity & willingness of teachers to initiate leadership activity Leadership is best understood as a feature of organisations rather than a characteristic of individuals

24 An Important Aim To develop a leadership framework that inclusive of any person exercising educational leadership, in the Catholic school…

25 Main Purposes of LSF 1.To guide the professional learning and development of aspiring leaders and to encourage teachers to consider movement to leadership positions 2.To unite catholic schools around a vision of agreed leadership practices for leaders and to provide a foundation for formalised assessment against these practices

26 Work of school leaders Core functions of schooling Mission of Catholic Schools Values & Beliefs of the Catholic Church

27 The Framework - Organisation Two Facets: 1.A guiding conception of leadership 2.Areas of leadership action

28 Five guiding conceptions 1.Having a clear moral purpose 2.Relationship building 3.Understanding and managing change 4.Creating and sharing knowledge 5.Ensuring coherence and alignment of structures (Elmore, 2001; Fullan 2001,2004)

29 Five Key Areas Of Leadership Action 1.The Faith Community 2.A Vision for The Whole School 3.Teaching and Learning 4.People and Resources 5.Community

30 Areas of Leadership Action …leaders and aspiring leaders should be able to demonstrate the knowledge that underpins these actions, the dispositions of leadership, and especially, the five identified guiding conceptions of leadership.

31 A copy of this PowerPoint presentation paper is available on the CECV website:


33 5. The Framework in Schools Main Target Groups Principals Religious Education Coordinators Deputy Principals Curriculum Coordinators Professional Development Coordinators Student Wellbeing Coordinators Emerging Leaders Aspiring Principals Women in Leadership Leadership Teams School Boards Large schools Small schools Metropolitan schools Rural schools

34 Building Leadership Capacity Examples of Programs Induction programs for principals in their early years Leadership Team Development Country Diocese Leadership Program Enrichment Leave Sponsorship support for Leadership studies Middle Leaders’ programs Action Research projects – Leadership Building Bishop de Campo Leadership Scholarship Professional learning through network structures Study Tours School Board Formation Professional supervision for principals

35 Building Leadership Capacity ResearchResourcesProjects Investigation of needs and pressures of RECs in Catholic schools Web resource providing a framework for differentiated and professional learning targeted at different stages of leadership Assist school leaders to develop a system level approach to sustainable school development Exploration of REC as a real pathway to school leadership Strategies to encourage women to apply for principalship

36 Now available online at: Under ‘Publications ’

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