01 SES 11 C, Considering the Complexity of CPD for Teachers and Leaders
Parallel Paper Session
Principals play key roles in creating the conditions in which teachers can teach effectively and students can learn. Principals are increasingly being held accountable both for teacher quality and for student learning and development so that young people can become ‘successful learners, confident and creative individuals and active and informed citizens’ (The Melbourne Declaration on Educational Goals for Young Australians, 2008).
The Australian Institute for Teaching and School Leadership (AITSL) was established by the Australian Government in 2010 to provide national leadership for the Commonwealth, State and Territory governments in promoting excellence in the profession of teaching and school leadership. Reporting to all State and Territory Ministers responsible for education, AITSL is charged with driving transformational change and creating new levels of teacher professionalism. In its first year the Institute developed a new National Professional Standard for Principals.
This paper outlines the origins and development of this Standard. Development was a collaborative process including key stakeholders from across Australia with international expert input. Following development of an exposure draft of the Standard, national piloting of the Standard occurred through completion of 10 research projects in which the Standard was utilised in various ways with principals, aspiring principals, and key stakeholders. Following this piloting, refinements to the Standard were made, the Standard was endorsed by the Australian Government and mechanisms to support the use of the Standard have been progressively put in place.
AITSL. (2010) National Professional Standard for Principals Exposure Draft. Melbourne: AITSL. Barber, M.; Whelan, F. & Clark, M. (2010) Capturing the Leadership Premium: How the world's top school systems are building leadership capacity for the future. New York: McKinsey & Company. Day, C.; et al. (2009) The Impact of School Leadership on Pupil Outcomes. Nottingham: University of Nottingham. Dinham, S. (2005) ‘Principal Leadership for Outstanding Educational Outcomes’, Journal of Educational Administration, 43(4): 338-356. Dinham, S. (2008) How to get your School Moving and Improving: An evidence-based approach. Melbourne: ACER Press. Dinham, S. (2011) Pilot Study to Test the Exposure Draft of the National Professional Standard for Principals – Analysis of Interim Reports. Melbourne: AITSL. Dinham, S. (2009) ‘Leadership for Student Achievement’, in Cranston, N. & Erlich, L. (2009) Australian school leadership today: Issues and trends. Bowen Hills, Queensland: Australian Academic Press. Dinham, S.; Ingvarson, L. & Kleinhenz, E. (2008) ‘Investing in Teacher Quality: Doing What Matters Most’, in Teaching Talent: The Best Teachers for Australia’s Classrooms. Melbourne: Business Council of Australia. Available at: http://www.bca.com.au/Content/99520.aspx Hattie, J. (2009) Visible Learning - A Synthesis of over 800 meta-analyses relating to achievement. London: Routledge. Leithwood, K.; Louis, K.; Anderson, S. & Wahlstrom, K. (2004) Review of Research - How Leadership Influences Student Learning. New York: The Wallace Foundation. Leithwood, K., et al. (2006) Seven strong claims about successful school leadership. Nottingham: NCSL. Reeves, D. (2008). ‘Leadership and Learning’, ACEL Monograph Series, 43: 3-21. Wahlstrom, K.L. (2008) Leadership and Learning: What these articles tell us, Educational Administration Quarterly, 44(4): 593-597. Wahlstrom, K.L. & Louis, K.S. (2008) ‘How teachers experience principal leadership: the roles of professional community, trust, efficacy, and shared responsibility’, Educational Administration Quarterly, 44(4): 458-495. Wright, S.; Horn, S. & Sanders, W. (1997) ‘Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation’, Journal of Personnel Evaluation in Education, 11: 57-67.
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