To ensure the framework can be applied pragmatically, capabilities are described at four different leadership levels based on differing demands at each level. These levels are provided as a guide only. When using the framework individuals and their supervisor may decide which level is most appropriate to the discussion and refer to the behavioural descriptors that highlight what is expected at that level. It is expected that Executive Leaders and Senior Leaders will work towards the Australian Professional Standard for Principals and that Middle and Individual Leaders who are teaching staff are encouraged to work towards the Highly Accomplished and Lead Teacher Australian Professional Standards for Teachers.
Principalship
CSO Leadership Team Members
- Set and drive system direction
- Take a whole of system view for Catholic Education
- Demonstrate a long-term perspective (5-10+years)
- Consider wide-ranging issues impacting on education and schools
- Address multiple issues with high levels of complexity
- Meet Accreditation to Work, Teach and Lead requirements: Category E
- Accreditation for Senior Leadership
Live your faith
by ensuring Jesus is at the heart of all you do, giving witness to Catholic faith and setting an example of faith, hope and love in word and action
- Leading strategic action to support spiritual formation of leaders and staff in schools
- Publicly promoting and emphasising the values and principles that are integral to the Catholic Church and Catholic education
- Developing and embedding quality pastoral care programs across System Schools
- Ensuring the principles of social justice, equity and inclusivity are central to the policies and practices of System Schools
Engage and work collaboratively
by building and maintaining respectful relationships with students, colleagues, families, parish and external agencies and considering the impact actions and decisions have on others
- Seeking of professional networks and external partnerships to support continuous school and system improvement in pedagogical practice and student outcomes
- Partnering effectively with Diocesan, school communities and external partners to support student learning and wellbeing outcomes across the system
Develop Self and Others
by demonstrating commitment to building capacity through self-reflection, own professional learning, and through supporting the professional learning of others
- Working towards an accountable school and system based professional culture focused on continual learning and improvement
- Leading and facilitating the development of collaborative professional communities and the sharing of best practice within and between schools across the system
- Ensuring clear policies and practices are in place for the recruitment, succession planning and the ongoing development of quality teachers and new and existing school and system leaders
Maintain Focus on Evidence and Impact
by identifying and implementing evidence-based strategies to deliver improved student outcomes and engage with the community to focus on what matters most
- Analysing multiple sources of evidence to monitor progress towards system and school improvement targets and adjusting implementation as required
- Ensuring coherency and a strategic focus on impact and improvement across the system
- Modelling and leading schools in supporting staff to improve performance and in setting high expectations
Lead Improvement, Innovation and Change
by working purposefully to support a shared system and school vision and the delivery of improvement initiatives
- Supporting Principals in best practice change leadership and strategic management to ensure a contemporary focus
- Leading and promoting a shared vision regarding future schools and system direction and building support for continuous improvement and lasting change
- Challenging the status-quo and encouraging others to be innovative in their practice to achieve System goals
- Understanding and effectively managing the complexities of system change and the need to engage effectively with all stakeholders in the change process
Manage Resources Effectively
by implementing and supporting structures and processes that contribute to the effective management of school and system resources and policies
- Aligning and realigning system resources to support priorities
- Leading the development of system policies and practices to support enhanced student welfare and safe, responsive and harmonious teaching and learning environments
- Leading planning and discussion on the long-term growth and sustainability of system schools
- Leading system in ensuring a strong safety culture and effective management of risk
Senior Leaders
Principals, Assistant Principals, System Leaders RECS/Ministry Co-ordinators
- Translate system strategy into clear delivery plans
- Effectively engage with and provide direction and clarity for those they lead
- Work within medium- to long-term time frames (current 3-year planning cycle and beyond
- Enhance and support capacity building of their teams and colleagues
- Meet Accreditation to Work, Teach and Lead requirements: Category E Accreditation for Senior Leadership
Live your faith
by ensuring Jesus is at the heart of all you do, giving witness to Catholic faith and setting an example of faith, hope and love in word and action
- Supporting the School Leadership Team to promote Catholic faith and mission in all facets of school life, including school improvement
- Actively promoting the integration of Catholic values across the curriculum
- Promoting and embedding system and school pastoral care policies and formation programs
- Actively and collaboratively upholding a commitment to social justice and action in the school and wider community
Engage and work collaboratively
by building and maintaining respectful relationships with students, colleagues, families, parish and external agencies and considering the impact actions and decisions have on others
- Developing strong professional networks and partnerships in order to share best practice and deliver improved student outcomes.
- Planning and leading initiatives that engage families in meaningful partnerships and enhance student learning and wellbeing outcomes
Develop Self and Others
by demonstrating commitment to building capacity through self-reflection, own professional learning, and through supporting the professional learning of others
- Working with and through others to build a culture of shared learning based on shared professional standards and reflective dialogue regarding practice
- Building the teaching and wellbeing capacity of team members through a strong professional learning community
- Supporting team members to develop leadership capacity through facilitating effective management of the PP&D process
Maintain Focus on Evidence and Impact
by identifying and implementing evidence-based strategies to deliver improved student outcomes and engage with the community to focus on what matters most
- Working with faculty or CSO team colleagues to critically analyse a wide range of data sources to ensure strategic alignment and facilitate effective long-term change in the school
- Supporting members of their faculty/team in the delivery of school improvement goals
- Supporting staff in delivering high performance and addressing performance issues in a timely manner
Lead Improvement, Innovation and Change
by working purposefully to support a shared system and school vision and the delivery of improvement initiatives
- Working collaboratively with colleagues to identify best practice and innovation that supports and promotes improved student outcomes
- Contributing to the CSO and/or school as a learning organisation through documenting and evaluating change efforts and sharing with colleagues
- Challenging the status-quo and encouraging others to be innovative in their practice to achieve school goals
- Consulting with and developing colleagues awareness of need for change and ensuring support to facilitate a smooth change process
Manage Resources Effectively
by implementing and supporting structures and processes that contribute to the effective management of school and system resources and policies
- Effectively managing and allocating resources to contribute to improved student outcomes
- Supporting the implementation of policies and practices that lead to enhanced student welfare and a safe, responsive and harmonious teaching and learning environment
- Maintaining effective systems for review and compliance processes
- Ensuring effective communication and implementation of system policies and procedures to minimise risk and build a strong safety culture
Middle Leaders
Coordinators, Support staff level 6 and upwards
- Responsible for own work and that of immediate team/area
- Work within the current planning cycle
- Make discretionary decisions
- Achieve results through engagement and collaboration with team members
- Meet Accreditation to Work, Teach and Lead requirements: Category C Accreditation for Leadership
Live your faith
by ensuring Jesus is at the heart of all you do, giving witness to Catholic faith and setting an example of faith, hope and love in word and action
- Supporting the School Leadership Team to promote Catholic faith and mission in all facets of school life, including school improvement
- Actively promoting the integration of Catholic values across the curriculum
- Promoting and embedding system and school pastoral care policies and formation programs
- Actively and collaboratively upholding a commitment to social justice and action in the school and wider community
Engage and work collaboratively
by building and maintaining respectful relationships with students, colleagues, families, parish and external agencies and considering the impact actions and decisions have on others
- Developing strong professional networks and partnerships in order to share best practice and deliver improved student outcomes.
- Planning and leading initiatives that engage families in meaningful partnerships and enhance student learning and wellbeing outcomes
Develop Self and Others
by demonstrating commitment to building capacity through self-reflection, own professional learning, and through supporting the professional learning of others
- Working with and through others to build a culture of shared learning based on shared professional standards and reflective dialogue regarding practice
- Building the teaching and wellbeing capacity of team members through a strong professional learning community
- Supporting team members to develop leadership capacity through facilitating effective management of the PP&D process
Maintain Focus on Evidence and Impact
by identifying and implementing evidence-based strategies to deliver improved student outcomes and engage with the community to focus on what matters most
- Working with faculty or CSO team colleagues to critically analyse a wide range of data sources to ensure strategic alignment and facilitate effective long-term change in the school
- Supporting members of their faculty/team in the delivery of school improvement goals
- Supporting staff in delivering high performance and addressing performance issues in a timely manner
Lead Improvement, Innovation and Change
by working purposefully to support a shared system and school vision and the delivery of improvement initiatives
- Working collaboratively with colleagues to identify best practice and innovation that supports and promotes improved student outcomes
- Contributing to the CSO and/or school as a learning organisation through documenting and evaluating change efforts and sharing with colleagues
- Challenging the status-quo and encouraging others to be innovative in their practice to achieve school goals
- Consulting with and developing colleagues awareness of need for change and ensuring support to facilitate a smooth change process
Manage Resources Effectively
by implementing and supporting structures and processes that contribute to the effective management of school and system resources and policies
- Effectively managing and allocating resources to contribute to improved student outcomes
- Supporting the implementation of policies and practices that lead to enhanced student welfare and a safe, responsive and harmonious teaching and learning environment
- Maintaining effective systems for review and compliance processes
- Ensuring effective communication and implementation of system policies and procedures to minimise risk and build a strong safety culture
Aspiring Leaders
Teacher Leaders, Support Staff Level to Level 5
- Responsible for delivering specific tasks or outcomes
- Engage and work collaboratively to contribute to team tasks and activities and positively influence own practice and practice of others
- Often work within short to medium time scales (weeks or months)
- Meet Accreditation to Work, Teach and Lead requirements: Category A Accreditation to Work, Category B Accreditation to Teach, or Category D Accreditation to Teach Religion
Live your faith
by ensuring Jesus is at the heart of all you do, giving witness to Catholic faith and setting an example of faith, hope and love in word and action
- Collaborating with colleagues to support the faith formation of students and colleagues
- Promoting and modelling Catholic teaching and values into curriculum areas, programs and professional conduct in an integrated and authentic way
- Promoting and supporting system and school pastoral care policies and programs
- Demonstrating a commitment to social justice and action in the school community
Engage and work collaboratively
by building and maintaining respectful relationships with students, colleagues, families, parish and external agencies and considering the impact actions and decisions have on others
- Coming together with colleagues and actively contributing to professional networks to share ideas, tools and strategies
- Engaging in meaningful partnerships with families that enhance student learning and wellbeing outcomes
Develop Self and Others
by demonstrating commitment to building capacity through self-reflection, own professional learning, and through supporting the professional learning of others
- Supporting the school leadership team in the development of teacher knowledge, professional practice and engagement
- Contributing to a collaborative learning and wellbeing culture of shared responsibility focused on quality outcomes
- Active engagement in the PP&D process
Maintain Focus on Evidence and Impact
by identifying and implementing evidence-based strategies to deliver improved student outcomes and engage with the community to focus on what matters most
- Utilising data to evaluate improvement and adjusting implementation as required
- Maintaining awareness of School and System Improvement priorities and key priorities relevant to own area of responsibility
- Ensuring clear understanding of own role and professional responsibilities and how it interacts with team members
Lead Improvement, Innovation and Change
by working purposefully to support a shared system and school vision and the delivery of improvement initiatives
- Taking initiative to identify and make suggestions for sustainable improvements and efficiencies in own area of responsibility
- Working collaboratively to deliver continual improvement and excellence using an evidence-based approach
- Demonstrating an inquiry mindset and a willingness to consider alternatives
- Consulting with colleagues when considering new ideas
Manage Resources Effectively
by implementing and supporting structures and processes that contribute to the effective management of school and system resources and policies
- Effectively managing resources to contribute to improved outcomes
- Supporting the welfare needs of each student in compliance with School policies and procedures
- Supporting the implementation of effective systems for review and compliance processes
- Complying with school and system policies and procedures to minimise risk and ensure a strong safety culture whereby safety is everyone’s responsibility
