Strong leadership and whole school engagement – How does this happen? Rationale: Whole school change occurs when the leadership team has a common vision, clear direction and a strategic plan.

Literacy Numeracy National Partnership (LNNP) School Implementation Plan St Francis of Assisi, Warrawong 2010 National Partnership Broad Aims Achieving effective evidence based teaching Demonstrating strong leadership and whole school engagement in literacy and numeracy Developing processes to monitor school and student performance to identify when support is needed

Leaders Transforming Learning and Learners (LTLL) LTLL CONFERENCE Completion of School Reflection Guide Focus 5 - Educative Leadership: -Leadership based on evidence -Leadership for effective change

St Francis of Assisi Primary School, Warrawong SCHOOL REVIEW AND IMPROVEMENT ANNUAL PLAN 2010

What did we set out to do and why? What have we actually done?

GOALS LTLL..Focus 5.. Educative Leadership Leadership based on evidence. 7.1 Planning For Improvement (2010 SRI Action Plan) That there would be a strategic focus for the Leadership Team for LTLL..Focus 5.. Educative Leadership Leadership for effective change. 7.2 Innovation, Development and Change (2010 SRI Action Plan) All teachers will be empowered to be leaders of learning.

Goal Planning For Improvement (2010 SRI Action Plan) That there would be a strategic focus for the Leadership Team for “Life accepts only partners, not bosses. We cannot stand outside a system as an objective, distant director.” (Margaret Wheatley)

Planning Conduct and analyse Building Capacity Survey with all staff and make recommendations for action. Identify focus areas: -Leadership based on evidence and -Leadership for effective change Set leadership priorities and Action Plan. Implement and assess Action Plan.

Building Capacity Survey Results

Professional Development Planning and Review (PDPR) Action: To participate in the Professional Development Planning and Review process of reflection and self- evaluation, feedback, goal setting, and collegial support designed to assist members of the leadership team in their professional development. This process can be seen as an essential aspect of professional development to improve both the individual and the school.

The process would : Reflect and support Gospel values and promote the school as an authentic Catholic school Promote the future planning and professional development of the leadership team Acknowledge role descriptions, School Review and Improvement Plan (Plan published on school website), the Leadership Framework of the Catholic Education Office Build positive professional relationships which are collaborative and collegial within their learning community Contribute to the improvement of the quality of education for students in the school Encourage individuals to accept responsibility for their on-going professional development

Action Plan: The negotiation of the Leadership Team’s active roles: Completion of a self reflection component. Completion of an Annual Goal Setting and Professional Development Planning component. Planning and Review Meetings. The process and results discussed by the Principal and the Head of School Services. Feedback provided to all stakeholders.

Action The development of the Leadership Team Members’ active roles.

ROLE DESCRIPTION FOR 2010

Action Areas…. To assist in identifying areas for growth and development.. FAITH LEADERSHIP ORGANISATIONAL LEADERSHIP EDUCATIVE LEADERSHIP COMMUNITY LEADERSHIP Inner Leadership and Interpersonal Leadership are areas that underpin all aspects of leadership

FAITH LEADERSHIP Leader of Catholic Culture and Pastoral Care Faith leadership focuses on sharing the Catholic faith with the intention of influencing and enrich the lives of students, staff and other members of the school community. It involves the ability to: -set an example of faith, hope and love -demonstrate commitment to the Catholic ethos in the school -promote the place of the school within the educational mission of the Diocese -communicate the school’s mission in the wider community -promote a curriculum that is an authentic expression of the shared vision and values of the Catholic community -understanding the interrelatedness of vision, mission, policy and practice Guided by faith, hope and love, faith leaders support a community of life and worship through which to recognise, to accept and to cooperate with God in our lives

ORGANISATIONAL LEADERSHIP Leader of Administration and Management Organisational leadership focuses on management at school level. It involves the ability to: -work with staff and provide support in the settling of individual and group goals -support good practice and address areas of performance and development -ensure sound overall knowledge of the school programs (eg behavioural management, pastoral care, etc) -have a working knowledge of the necessary support systems -use the expertise of staff members to facilitate the effective and efficient operation of the school -have a sound knowledge of system administrative policies and procedures and share them in a positive way with the school community -support the development of processes which review and evaluate programs and procedures -seek the knowledge of legal requirements concerning education in general and schools in particular and to ensure these are met.

EDUCATIVE LEADERSHIP Leader of Learning and Teaching Educational leadership focuses on the learning and teaching process in the school. It is about helping teachers and other members of the school community discover meaning in what they do and to develop capacity to bring about curriculum change. It involves the ability to: -develop clear educational philosophy grounded in faith and Catholic tradition -be aware of educational issues and trends -facilitate the establishment of suitable learning environments -support the development, implementation and monitoring of curriculum -plan with others for the future educational needs of students

COMMUNITY LEADERSHIP Leader of Transforming and Innovation Community leadership focuses on achieving transformation through the creation of shared vision and cooperative action for the future. It requires the ability to: -assess and diagnose the current culture of the school -communicate clearly, concisely and effectively to all stakeholders -motivate team members and sustain pursuit of goals and objectives

Completion of a reflection and self evaluation component Reflection and self evaluation is an important component in planning for professional development.

Completion of an Annual Goal Setting and Professional Development Planning component. Planning and Review Meetings with the leadership team. The process and results discussed by the Head of School Services. Feedback provided to all stakeholders.

Goal Innovation, Development and Change ( 2010 SRI Action Plan) All teachers will be empowered to be leaders of learning

Professional Development Planning and Review is a process of: Reflection Self- evaluation Goal setting

The task for staff is to establish their own case for quality performance and credibility in documenting it..... The systemic change is a move from the evaluation of workers, according to manager expertise, to evaluation done by professional members of staff. The role of leaders therefore becomes that of facilitator.

How successful have we been? What evidence do we have for this?

Teaching has an extraordinary moral depth and is one of man’s most excellent and creative activities, for the teacher does not write on inanimate material, but on the very spirits of human beings. The Catholic School on the Threshold of the third Millennium, n 19

CHALLENGES/LEARNINGS FEAR OF THE UNKNOWN… BUILD CAPACITY FORCED OUR HAND…… ACHIEVEMENT MAKING THE LINKS ….. MAKING THE LINKS

QUESTIONS? WHERE TO NEXT? (ACU Team)

The function of leadership is to produce more leaders…. Ralph Nader Until recently education has had it backwards, caring little for the teacher and enormously about the content, yet it is a gifted teacher who can infect a generation with the excitement of learning. Good leaders make people feel that they are at the very heart of things.