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360° Reflection Tool User Guide - Australian Institute for Teaching

1. ei ies valu skills Creates a student centred school Leading teaching and learning rary professional loping Coaches and and others bullds capacity Initiates improvement Leading improvement through innovation innovation and change and change Models ethical Manages practices resources Creates a culture Understands the of inclusion community Clearinghouse additional materials http clearinghouse aitsl edu au Search q 360 20To00I 20 20Attribute 20 9 amp f Keywords First break all the rules What the world s greatest managers do differently Marcus Buckingham and Curt Hoffman 1999 Built to change How to achieve sustained organisational effectiveness Edward E Lawler lIl and Chris Worley 2006 Ping A frog in search of a new pond Stuart Avery Gold 2005 Leading change an interview with Michael Fullan 2008 0O00 Leading change handbook Concepts and tools Jody Spiro 2009 Leadership requirement Vision and values Professional practice 10 Models ethical practices Principals school leaders behave with integrity underpinned by moral purpose They model values and ethical perspectives in relation to their own and the school s practice and organisation Strategies to further develop your capacity in relation to this attribute Q Champion a particular school issue which will benefit the students and the Q Seek Seek O Reflect Defend school bu
2. 360 Reflection Tool User Guide 29 30 Leadership requirement Vision and values Professional practice 1 Creates a student centred school Principals school leaders are committed to the learning and growth of young people and adults and foster respect across the whole school Strategies to further develop your capacity in relation to this attribute Reflect Record Discuss Discuss cF Apply do my objectives support the learning and growth of young people and adults Is what am doing contributing to student learning outcomes opportunities available to you to get to know and engage with students Think about how you and your staff can use these opportunities to better understand students learning needs and feed this into your planning processes instigating brainstorming sessions that involve students including student representative councils with your staff Encourage students to contribute to a discussion about school initiatives Develop an action plan of achieving one change per term and keep the students informed on progress how school initiatives relate to student learning and growth with students staff or other members of the school community Do this in group meetings as well as individual conversations in both your conversations and your actions emphasise the importance of understanding and respecting the students view of the world Always encourage student staff and other memb
3. Reflection Tool Professional practices 360 Leadership requirements fision and values j professional knowledge Developing self and others Leading improvement Inspires and innovation and chai motivates SSS aad Manages high standards and ee accountability EES Ss Influences and collaborates with the community Clearinghouse additional materials http clearinghouse aits edu au Search q 360 20T00I 20 20 Attribute 207 amp f Keywords Leadership Rudolph W Giuliani 2005 The spirit of leadership Optimising creativity and change in organisations Robert Spitzer 2000 Inspirational presence The art of transformational leadership Jeff Evans 2009 Simon Sinek How great leaders inspire action TED Talks 2010 00 O 00 Top tips for developing your leadership style The National College for School Leadership UK Leadership requirement Knowledge and understanding Professional practice 8 Understands the leadership of change Principals school leaders apply their knowledge and understanding of leadership of change to facilitate effective long term change in the school together with others Principals school leaders take steps to ensure that they keep their leadership skills and knowledge of change concepts current Strategies to further develop your capacity in relation to this attribute identify Review O Reflect Q Seek trends in the broader world For example read
4. http clearinghouse aitsl edu au Search q 360 20T001 20 20 Attribute 205 amp f Keywords Managers as mentors Building partnerships for learning Chip R Bell 2002 Coaching life changing small group leaders A practical guide for those who lead and shepherd small group leaders Bill Donahue Greg Bowman eds 3rd ed 2006 Coaching for leadership The practice of leadership coaching from the world s greatest coaches Marshall Goldsmith Laurence Lyons 2005 October 2012 Leading a professional learning and development culture O 00 Australian Charter for the Professional Learning of Teachers and School Leaders AITSL Leadership requirement Personal qualities social and interpersonal skills Professional practice 6 Manages self Principals school leaders manage themselves well and demonstrate commitment to their own personal health and wellbeing in order to manage the complexity of the role and actions required in the role Strategies to further develop your capacity in relation to this attribute Reflect about situations in which you have had strong feelings emotions Reflect on the logical chain of events that took place to trigger this emotion and reaction Having identified this try some self talk next time you are faced with a similar situation Ask yourself what is it that is making me feel this emotion This will open up the thought process further and help you to identify what was leading
5. Group on behalf of AITSL The terms and conditions apply to the following processes e registration for the 360 Reflection Tool e using the 360 Reflection Tool e storage of data provided Information collected through the registration process and use of the 360 Reflection Tool will be treated as confidential and in accordance with the National Privacy Principles kept and used by AITSL in accordance with AITSL s privacy guidelines and stored by Hay Group Hay Group is Safe Harbor compliant for more information please visit Hay Group s privacy policy Registration By registering a principal school leader is agreeing to receive email communication regarding their registration Emails may be used to provide a principal school leader with more information about their registration and participation in the 360 Reflection Tool The 360 Reflection Tool has been designed for and is offered by AITSL for the exclusive use of aspiring emerging practising and experienced principals school leaders in Australian schools AITSL reserves the right to deny registration to or remove access rights from any person s who does not meet the above criteria In addition to the principal school leader s contact information each registration requires the following 1 basic school context information 2 agreement to these terms and conditions Agreement to terms and conditions Successful registration will involve the principal school l
6. Leading the Manages high applies knowledge and understanding of current developments in education management joer ties standards and of the school accountability policy schooling and social and environmental trends and developments to improve educational opportunities within the school Engaging and Influences and working with the Creates a culture ll with th e kee i j i i hil 9 of inclusion collaborates e ps up to date with research into teaching learning and child development community community and how to apply such research to the needs of students keeps up to date with the latest leadership and management concepts and practice 10 360 Reflection Tool User Guide Leadership requirement Personal qualities social and interpersonal skills Professional practice Leading teaching and learning 3 Creates a learning culture Principals school leaders create a culture of challenge and support enabling effective teaching that promotes effective enthusiastic independent learners committed to life long learning The principal school leader e creates a positive learning atmosphere for students and staff and within the school community sets high expectations for every learner including students staff and self celebrates and promotes good performance of students and staff ensures that there is a diverse and flexible curriculum to meet the needs of all students e encourages Creative responsive approaches to te
7. Melbourne Brisbane Canberra AITSL is funded by the Australian Government ISBN 978 0 9874004 2 0 Australian Institute for Teaching and School Leadership Limited
8. behaviours interpreted by your peers and colleagues 5 Areas for development should be seen as part of your overall action plan not a reason to be defensive Use this opportunity to achieve your full potential 6 Summarise your feedback using the template in the user guide pg 27 Are you hearing what is being said In what areas are you performing well What could you do to further improve in these areas In what areas do you require further development Are these skills or behaviours evident in other members of your team 7 Prepare some questions to discuss with a coach or colleague to further develop your interpretation of the feedback Seek support and advice from a coach or colleague when necessary 8 Reflect on your own actions and behaviours and consider examples that illustrate the feedback Upon reflection it is natural to consider how you might have approached a situation differently this is part of self learning Consider also times when you have dealt with situations really well Take time to acknowledge this 9 Determine how you will share your feedback with your staff Will you outline the process you underwent to engage in the 360 process Will you present your reflections to your staff Will you share your goals with your staff 360 Reflection Tool User Guide 10 Use the action planner in the user guide pg 29 to set professional learning goals and actions 11 You are the only person with the ability to
9. requirements Vision and values Models ethical practices 360 Reflection Tool User Guide Leadership requirement Knowledge and understanding Professional practice 11 Manages resources Principals school leaders use a range of data management methods and technologies to ensure that the school s resources and staff are efficiently organised and managed to provide an effective and safe learning environment as well as value for money The principal school leader manages the school s human physical and financial resources effectively and efficiently delegates management of resources to members of staff when appropriate uses a range of technologies effectively and efficiently to manage the school monitors and aligns people budgets and resources with learning priorities and the school s strategic plan continuously evaluates the use range and quality of resources to improve the quality of teaching and learning applies knowledge and understanding of leadership and management concepts and practice to deliver effective strategic leadership and operational management prioritises effectively in order to achieve outcomes 360 Reflection Tool Professional practices 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 Creates a student centred school Coaches an
10. schooling and social and environmental trends and developments to inform improvement within the school and then communicates the vision for change keeps self up to date with the latest change concepts and practice uses project management skills to achieve goals objectively and efficiently articulates why change is required and acts to lead change with clear purpose 360 Reflection Tool User Guide Vision and values Creates a student centred school Coaches and builds capacity Models ethical practices Creates a culture of inclusion Leadership requirements Knowledge and understanding Understands the leadership of change learning culture Manages self Manages high standards and accountability Influences and collaborates with the community Leadership requirement Personal qualities social and interpersonal skills Professional practice 9 Initiates improvement through innovation and change Principals school leaders work with others to produce and implement clear evidence based improvement plans and policies for the development of the school The principal school leader e works and communicates with a variety of internal and external stakeholders to promote and sustain school improvement leads and facilitates enquiry to inform innovative practice and school improvement fosters creativity innovation and the use of appropriate new technologies uses problem solving creative thinking
11. some responses that are not characteristic of how you normally behave Consider changes you might need to make in order to improve your emotional wellbeing Clearinghouse additional materials http clearinghouse aits edu au Search q 360 20T00I 20 20 Attribute 206 amp f Keywords Learned optimism How to change your mind and your life Martin E P Seligman 2011 Delegating work Expert solutions to everyday challenges Harvard Business School Press 2008 Burn brightly without burning out Richard K Biggs 2002 The importance of self awareness The National College for School Leadership UK Top tips for developing your leadership style The National College for School Leadership UK 360 Reflection Tool User Guide 35 36 Leadership requirement Vision and values Professional practice 7 Inspires and motivates Principals school leaders inspire and motivate their staff to ensure that the vision and strategic plan is put into action across the school and that the plan s goals and intentions are realised Strategies to further develop your capacity in relation to this attribute Ae Recognise the successes of individual staff members and teams by providing the specifics of what was done well Show your appreciation through personal written notes or face to face communication Encourage and support team celebrations for clear high performance Encourage the development of creative ideas
12. staff and self elebrates and promotes good performance of students and staff insures that there is a diverse and flexible curriculu p meet the needs of all students courages creative responsive approaches to teact Develops educational strategies to secure equity of ducational outcomes 360 aitsl 360 Brokers consensus and develops shared agreemer bout what quality teaching and learning looks like summarising your feedback SWOT analysis Strengths what strengths have been identified Weakness in what areas do you require further development Opportunities what strengths can you leverage What new opportunities Threats what concerns do you have What setbacks may hinder your progress have been highlighted for you through this process 360 Reflection Tool User Guide 27 28 Planning for and taking action Planning for action The 360 Reflection Tool Action Planner is designed to support you to e translate your reflections and insights gained from the feedback report into attainable goals e set professional learning goals and actions and e structure your ongoing development Use SMART principles to set attainable professional goals Guiding questions Specific clearly e What will you be doing to achieve the goal formulated so that you as e What do you want to do next well as others understand what is to be achieved Measurable clearly e How will y
13. thought leadership publications and look for patterns that these publications see in what is happening in the world and reflect on their implications for education in general and your school context in particular what other sectors or the education environment in other countries do that are experiencing the same or related trends and issues as the Australian education sector The focus should be on understanding the similarities and differences and translating the lessons learned Talk to experts or peers in other sectors states or countries if possible to get a first hand understanding of things on how you would instigate change When embarking on a change initiative use the force field analysis method Ask yourself What forces will help the change happen effectively What factors will hinder the change Use this data to develop action plans to maximise the former and minimise the latter the advice and commitment of key stakeholders before implementing a new strategy or initiative Different stakeholders will have different issues and needs Once you have the information take time to consider the ways in which you can best meet the priority needs of each group while still maintaining a workable solution or proposal Ask key stakeholders to actively promote the new strategy or initiative on your behalf Leading improvement innovation and change 360 Reflection Tool Professional practices Creates a student ce
14. to inform your approach Never assume that people think like you constantly seek to understand them better even if you think you already know them well one or more professional associations and attend meetings conferences and seminars Actively involve yourself in the groups so you can get to know people Spend time with those with whom you have interests in common and begin to develop a relationship beyond the professional association to regularly catch up with relevant stakeholders in your school s community By listening carefully seek to understand their needs and concerns Try to understand how these impact your school and how your school can make a positive difference for the groups the stakeholders represent Engaging and working with the community 360 Reflection Tool Professional practices Leading teaching and learning Creates a student centred school Coaches and bullds capacity Inspires and Leadership requirements learning culture Initiates improvement through innovation 3 Manages high standards and Models ethical be accountability Clearinghouse additional materials http clearinghouse aits edu au Search q 360 20T00I 20 20 Attribute 2014 amp f Keywords Developing cultural adaptability How to work across differences Jennifer J Deal and Don W Prince 2007 Communicating across cultures Don W Prince and Michael H Hoppe 200
15. user guide has been developed to support you in your development in conjunction with the 360 Reflection Tool Its aim is to help you develop the attributes embodied by the Principal Standard and to aid you in planning ongoing development Prepare vst _ Prepare www aits edu au 360 to access resources to prepare to use the 360 Reflection Tool to select raters representing the following groups with at least 5 raters per group a Staff b Leadership team c Students suitable for secondary students d Principal peers e Others Rater groups are to be activated at the school leaders discretion You are not required to activate all rater groups 360 Reflection Tool User Guide Register Visit Pay Complete Receive Commence Submit Receive Receive Download www aitsl edu au 360 to register to use the 360 Reflection Tool complete payment for registration email advising login details the 360 Reflection Tool which involves a nominate raters b complete the 360 Reflection Tool survey for self c complete My School Context d complete Reflective Comments once all key components are completed 5 6 weeks after commencement you will receive an email advising that your feedback report is ready your feedback report using the new username password provided Attributes and behaviours of the 360 Reflection Tool 15 attributes interconnect the
16. 7 Bridging cultures between home and school A guide for teachers Elise Trumbull et al 2001 Community and family engagement Principals share what works Amy C Berg Atelia Melaville and Martin J Blank 2006 360 Reflection Tool User Guide 43 44 Leadership requirement Personal qualities social and interpersonal skills Professional practice 15 Influences and collaborates with the community Engaging and working with the community Leadership requirements 360 Reflection Tool Professional practices Creates a student Principals school leaders communicate negotiate collaborate and advocate effectively and relate well to the school s community They continuously improve their networking and influencing skills Strategies to further develop your capacity in relation to this attribute Join Review Seek O Seek O Seek or form a group of professionals from other organisations in your community that gets together informally to exchange information on community developments and discuss issues of common interest all relevant stakeholders in your school s community beyond those that are immediately obvious and seek to develop relationships with these stakeholders as a means of facilitating dialogue with the community feedback from students families and carers about the year gone on an annual basis E g you could set up a simple questionnaire with Survey M
17. aching develops educational strategies to secure equity of educational outcomes e brokers consensus and develops shared agreement about what quality teaching and learning looks like 360 Reflection Tool Professional practices 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 Leadership requirements Personal qualities social and interpersonal skills Creates a learning culture 360 Reflection Tool User Guide Leadership requirement Vision and values Professional practice Developing self and others 4 Coaches and builds capacity 3 6 Q Leadership requirements Reflection Tool Professional practices Vision and values Principals school leaders build capacity and support all staff to achieve high standards and develop their leadership capability Leading teaching and learning The principal school leader e provides ongoing formal and informal feedback to all staff eenauen codena and others builds capacity e develops and maintains effective strategies and procedures for staff performance and development Leading improvement innovation and change e observes reviews and evaluates staff to help them improve practice e sees every interaction as an opportunity to coach and develop others Paces managemen of the school builds the capacity of the future workfo
18. act on your feedback How will you use this opportunity to become a better leader Pages 30 to 44 of this user guide provide suggested activities you can use in relation to each of the attributes as well as additional reading material Remember you do not have to use all the information in the user guide It is a resource provided to help you develop your leadership capacity The activities do not constitute an exhaustive list and will work best when adapted to your specific context Some of the activities listed in this user guide may not be entirely practical or suitable for you in your role or school context however they may trigger alternative strategies that will work for you A maintained list of supporting resources organised under the 15 attributes is available in the School Leadership Clearinghouse http clearinghouse aits edu au Citations C841256 462e 41 13 b3b3 a15e00eaf 74 You may also like to use the 360 Reflection Tool Attributes Cards and Stimulus Questions Cards available on the AITSL website www aitsl edu au 360 Leadership requirement Vision and Values Stimulus Question Card A Professional practice Leading teaching and learning ates a learning culture Principal reates a positive learning atmosphere for students id staff and within the school community How would you enact this Creates a student attribute in your context centred school bets high expectations for every learner including ludents
19. and approaches by being open to new ideas from your staff Proactively ask for new ideas and demonstrate that you value them and will consider them seriously by asking questions and taking time to outline possible approaches to implement ideas Give positive reinforcement and support to those who contribute new or unusual ideas or approaches amp Demonstrate your own enthusiasm and commitment to your school s vision and strategic plan When your commitment is obvious to your staff their motivation and involvement in the success of the strategic plan are likely to increase Coach your staff on what they need to do to make the strategic plan work Create a written version of the plan clearly outlining how it impacts students staff and other members of the school community and then present it to your staff Seek time at staff meetings on a regular basis for you and your staff to brainstorm opportunities to bring the vision to life at your school and remove obstacles to success Agree on priority actions that will have the most positive impact at your school and ensure that action is taken QO Seek someone who you view as effective in creating and promoting the vision for their school Ask them for their ideas on the future and how they formulated this view Involve them in formulating or articulating the vision and strategic plan for your school 360 Reflection Tool User Guide Leading improvement innovation and change
20. and strategic planning to ensure continuous improvement e supports processes to implement change 360 Reflection Tool Professional practices Leading teaching and learning Developing self and others Leading improvement innovation and change Leadership requirements 360 Reflection Tool User Guide Leading improvement innovation and change Personal qualities social and interpersonal skills Initiates improvement through innovation and change 17 18 Leadership requirement Vision and values 10 Models ethical practices 360 Reflection Tool Professional practices Principals school leaders behave with integrity underpinned by moral purpose They model values and ethical perspectives in relation to their own and the school s practice and organisation Leading teaching and learning The principal school leader Developing self e promotes democratic values including active citizenship CGH SSIS e delivers on what they have promised Leading improvement innovation and change e behaves consistently in line with own stated values and beliefs e models and promotes the school values and walks the talk Leading the management of the school advocates for what is right for students and the school even when it is difficult to do so is prepared to challenge actions behaviours and practices that are not ethical Professional practice Leading the management of the school Leadership
21. atel Australian Institute for Teaching and School Leadership Limited Australian Professional Standard for Principals 360 Reflection lool February 2014 AITSL is funded by the Australian Government User Guide 3 G AO Reflection Tool The Australian Institute for Teaching and School Leadership was formed to provide national leadership for the Commonwealth state and territory governments in promoting excellence in the profession of teaching and school leadership with funding provided by the Australian Government 2013 Education Services Australia as the legal entity for the Standing Council on School Education and Early Childhood SCSEEC ISBN 978 0 9874004 2 0 Education Services Australia as the legal entity for the Standing Council on School Education and Early Childhood SCSEEC owns the copyright in this publication This publication or any part of it may be used freely only for non profit education purposes provided the source is clearly acknowledged The publication may not be sold or used for any other commercial purpose Other than as permitted above or by the Copyright Act 1968 Commonwealth no part of this publication may be reproduced stored published performed communicated or adapted regardless of the form or means electronic photocopying or otherwise without the prior written permission of the copyright owner Address inquiries regarding copyright to SCSEEC Secretariat PO Box 202 Carlton So
22. capacity from the raters who participated in the 360 Reflection Tool survey It is important to recognise that the results reflect the differing perceptions of raters at the point in time the surveys were completed Raters will interpret and perceive your behaviours and actions through their own life experiences Feedback describes the frequency of behaviour rather than evaluating it and can be influenced by e the nature of the professional relationship you have with your raters e the opportunity you have had to demonstrate the 15 attributes the visibility of your behaviours to the school community e various contextual factors Although the Principal Standard is applicable to principals and school leaders irrespective of context or experience the emphasis given to particular components of the Principal Standard will vary in relation to your context and expertise 360 Reflection Tool User Guide How your feedback report is organised Your feedback report is organised into the following sections Introduction to your feedback report Interpreting your feedback a guide to what you ll see in your personal feedback report Feedback validity a summary of the source and quality of the feedback data and of the agreement within rater groups Feedback summary your strengths and areas for improvement across the five professional practices of the Principal Standard Feedback results definitions levels scores and comments for each of th
23. cipals exhibit in their daily work collaborates with the community Engaging and working with the community Creates a culture Understands the of inclusion community 360 Reflection Tool User Guide Unpacking the attributes and behaviours Leadership requirement Vision and values leadership requirement and professional f f practice from the Australian Professional Professional practice Leading teaching and learning Standard for Principals The 15 attributes interconnect with the leadership be seceecsesseeccssanecasececssececcsececedcccessccesessassseeaptstseciesseasesesasssgsestesesassese requirements and professional practices as set out in the Principal Standard Principals school leaders are committed to the learning and growth of young people lts and f t the whole school S aduts and ee Be A a N Each of the 15 attributes is made up of a series of observable behaviours and actions that high performing principals exhibit in their work The principal school leader e demonstrates commitment to the learning and growth of young people and adults The 15 attributes and their observable behaviours and actions are set out on pages 9 to 23 The attribute model on each page indicates where the attribute is situated within the context of the Principal Standard encourages active engagement of students and a strong student voice places the student at the centre of strategic planning provides a consistent and co
24. d builds capacity Inspires and motivates Creates a culture of inclusion Leading the management of the school Leadership requirements Knowledge and understanding Manages resources 360 Reflection Tool User Guide learning culture Manages self Initiates improvement through innovation and change Influences and collaborates with the community 19 20 Leadership requirement Personal qualities social and interpersonal skills Professional practice Leading the management of the school 12 Manages high standards and accountability Principals school leaders ensure that high standards are achieved across the school and that accountabilities are monitored and met The principal school leader e ensures that individual and team expectations and accountabilities are clearly defined understood and agreed regularly monitors accountabilities and takes action to ensure these accountabilities are met works with staff to develop their performance goals based on the school s shared view of effective teaching and learning e implements an effective learning and assessment framework that uses data benchmarking and observation to monitor progress of every student s learning takes appropriate action when the performance of others is unsatisfactory e observes and evaluates teacher practice and highlights areas for improvement 360 Reflection Tool User Guide 360 Reflection Tool Professional prac
25. e 15 attributes Strengths a ranking of your highest scoring items with a list of corresponding attributes as well as scores by the rater group Areas for development a ranking of your lowest items with a list of corresponding attributes as well as scores by rater group Behaviour frequency a distribution of ratings by rater group for each behaviour in the survey aligned with the five professional practices of the Principal Standard Reflective comments written comments about your behaviour and performance from those who provided you with feedback Interpreting your feedback To make the most of the 360 Reflection Tool process you will need to take the time to reflect on the feedback you have received and use it to inform your ongoing development All attributes of the 360 Reflection Tool Attribute Model are capable of being developed and the information provided in the pages that follow is designed to help you develop these attributes and excel as a leader within your school You may use the support material in a number of different ways including but not limited to 1 self reflection and identification of what you can do to start developing the attributes you want to focus on 2 discussion with a coach or colleague to identify and plan your development options 3 monitoring your progress in developing the attributes you are focussing on 4 reflection at the end of a professional learning experience or as part of
26. e in its implementation ownership and engagement by the profession The Principal Standard is based on three leadership requirements e Vision and values e Knowledge and understanding e Personal qualities and social and interpersonal skills 1 Formerly the National Professional Standard for Principals 360 Reflection Tool User Guide These requirements are enacted through the following five professional practices e Leading teaching and learning e Developing self and others e Leading improvement innovation and change e Leading the management of the school e Engaging and working with the community 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 lt lt and and qualities learning values understanding social and teaching interpersonal and schooling skills Vision Knowledge Personal High quality 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 Successful learners confident creative individuals and active informed citizens About the 360 Reflection Tool The 360 Reflection Tool is aligned with the Principal Standard and will provide principals and school leaders the opportunity to e reflect on their leadership capacity e moni
27. e large goal with a long timeframe for achievement break it up into smaller sub goals which in turn successively lead to your large goal 3 Risk management do not start with goals that might have a high impact but also pose high risks Keep in mind that a goal not only needs to be relevant and personally challenging but also achievable Therefore set goals with a moderate level of risk The Principal Standard Priority Matrix is a useful resource to assist this process 4 Set out alternatives identify alternative options for the event that you do not achieve your goal 5 Get help draw on resources that can help you to achieve your goal This could be acoach or colleague Using the Action Planner e Select the attribute you want to focus on e Formulate your goal for this attribute using SMART principles e Break the goal up into action steps e Regularly revisit your set goals and action steps and ensure that you hold yourself accountable to the actions you committed to in the plan Action Planner Attribute 1 Creates a student centred scho Name Goal Define your goal max 600 characters School Date SMART principles checklist Is the goal specific O Is the goal measurable Q Is the goal achievable Is the goal relevant O Is the goal time phased O If any of the SMART principles cannot be checked off revisit your goal and address the SMART principle s
28. eader agreeing to the following terms and conditions that they provide email contact details for a number of raters who will provide feedback about the principal school leader acknowledge if their or any of their rater s email addresses change it is the principal school leader s responsibility to notify Hay Group of the change will receive a feedback report detailing their responses to the 360 Reflection Tool and summarising the responses of their nominated raters No individual responses from raters will be identified in the feedback report understand that summary information from feedback reports may be collated into a consolidated report for the educational system sector of which the principal school leader is part No individual principal school leader will be identified in this consolidated report may be contacted by AITSL to provide feedback on their experience in using the 360 Reflection Tool If AITSL wants to publish this feedback to help promote the 360 Reflection Tool AITSL will seek permission from the principal school leader concerned agree that AITSL if required can appoint another third party provider to examine data provided for the 360 Reflection Tool for the purposes of storing maintaining and managing that data store maintain and manage that data 360 Reflection Tool User Guide 45 aitsl edu au Further information Telephone 61 3 9944 1200 Email principalstandard aits edu au
29. ers of the school community to share their worldview 360 Reflection Tool User Guide Leading teaching and learning Reflection Tool Professional practices 360 Leadership requirements ision and values z Leading teaching Creates a student and leaming centred school Initiates improvement the leadership through innovation C Manages high Des standards and elites accountability Influences and collaborates with the community Understands the community Clearinghouse additional materials http clearinghouse aits edu au Search q 360 20T00I 20 20 Attribute 201 amp f Keywords Student centred leadership Viviane Robinson 2011 Linking leadership to student learning Kenneth Leithwood and Karen Seashore Louis 2011 Leverage leadership A practical guide to building exceptional schools Paul Bambrick Santoyo 2012 00 Quality teaching for diverse students in schooling Best Evidence Synthesis Iteration BES Adrienne Alton Lee 2003 The effective principal Pamela Mendels 2012 Leadership requirement Knowledge and understanding Professional practice 2 Applies contemporary professional knowledge Principals school leaders apply their professional knowledge to meet the needs of students in the school and to deliver with others effective strategic leadership and operational management Principals school leaders take steps to ensure that they keep their professi
30. hat the plan s goals and intentions are realised Leading teaching and learning The principal school leader Developing self e leads the development of the vision for the school seeking input from staff to apa opers develop the vision Leading improvement Inspires and e builds commitment confidence shared understanding and enthusiasm about innovation and change motivates the vision for the school recognises and celebrates the achievements of individuals and teams ensures the vision for the school is acted upon effectively by all e uses appropriate leadership styles sensitive to the stage growth and development of the school 360 Reflection Tool User Guide 15 16 Leadership requirement Knowledge and understanding Professional practice Leading improvement innovation and change 8 Understands the leadership of change 360 Reflection Tool Professional practices Principals school leaders apply their knowledge and understanding of leadership of change to facilitate effective long term change in the school together with others Principals school leaders take steps to ensure that they keep their leadership skills and knowledge of change concepts current SS E The principal school leader Developing self and others e uses understanding of local context to inform change Leading improvement gathers and applies information about current developments in education innovation and change policy
31. hool as a whole Think about what is and will be required of them in terms of knowledge skills and behaviours in order to deliver the short medium and long term vision and strategic plan for the school Then think about the individual and collective strengths and areas for development of your staff against these requirements Put action plans in place to address these needs Observe your staff in action and ensure you e identify specific examples of things they did well and areas where they could develop further practice giving specific behavioural non evaluative feedback focusing on the evidence you have gathered e offer support to help your staff develop their capabilities Developing self and others 360 Reflection Tool Professional practices Leadership requirements learning culture Coaches and builds capacity C Se Initiates improvement the leadership through innovation C Manages high penngos standards and resources accountability Influences and collaborates with the community Understands the community Clearinghouse additional materials http clearinghouse aits edu au Search q 360 20T00I 20 20 Attribute 204 amp f Keywords 00 Coaching counselling amp mentoring How to choose and use the right technique to boost employee performance Florence Stone 2007 The talent masters Why smart leaders put people before numbers Ram Charan and Bill Conat
32. igh Manages resources standards and Creates a culture of inclusion Clearinghouse additional materials http clearinghouse aits edu au Search q 360 20T00I 20 20 Attribute 2013 amp f Keywords Developing cultural adaptability How to work across differences Jennifer J Deal and Don W Prince 2007 Bridging cultures between home and school A guide for teachers Elise Trumbull et al 2001 The light in their eyes Creating multicultural learning communities Sonia Nieto 2009 Principals of inclusive schools Christine Salisbury and Gail McGregor 2005 Leadership requirement Knowledge and understanding Professional practice 14 Understands the community Principals school leaders understand the richness and diversity of the school s wider community education systems and sectors Strategies to further develop your capacity in relation to this attribute Read Reflect identify Join Seek local newsletters and journals These publications can keep you up to date on new developments in your community and they often provide the names of people you may want to contact on each time you make a decision or take an action that will affect others and incorporate what you have learned about the political and cultural context into both your thinking and your actions the thoughts and concerns of people in your school s community before you interact with them Use this
33. incipal school leader will be required to complete four key elements e Demographics information a description of participant data e School context the contextual background information about the school its location population student cohort vision mission and other relevant details e Survey reflection on frequency of own behaviours in relation to the Principal Standard e Reflective comments additional commentary on own strengths and areas for development optional The principal school leader will also be required to select a number of raters to complete two key elements e Survey rate the frequency of behaviours exhibited by the principal school leader in relation to the Principal Standard e Reflective comments additional commentary on the principal school leader strengths and areas for development optional 2 The 360 Reflection Tool has been developed by AITSL in cooperation with Hay Group a global management consulting firm Hay Group is a widely recognised leader in the development identification and application of competencies to generate enhanced leadership and individual and organisational performance The 360 Reflection Tool is a result of Hay Group s 40 years of experience and research in competency models and 360 degree survey development as well as the strong consultative process that was undertaken with the profession by AITSL 360 Reflection Tool User Guide How to use the 360 Reflection Tool This
34. ities social and interpersonal skills Professional practice 15 Influences and collaborates with the community Principals school leaders communicate negotiate collaborate and advocate effectively and relate well to the school s community They continuously improve their networking and influencing skills The principal school leader develops and maintains positive partnerships with students families and carers develops and maintains positive partnerships with the school s broader community e g community groups agencies individuals and businesses develops and maintains structures for effective liaison and consultation invites and facilitates the communhity s participation in student learning actively seeks feedback from families and carers and the wider community co operates and works with relevant agencies to protect and support children and young people Engaging and working with the community 360 Reflection Tool Professional practices 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 Leadership requirements Personal qualities social and interpersonal skills Influences and collaborates with the community 360 Reflection Tool User Guide 23 24 Your feedback report Your feedback report contains results and commentary regarding your leadership
35. ke sure your diary reflects the importance of development The time you take to develop yourself and others should show in your diary Aim to spend in the region of 20 of your time on developing yourself and others Check your diary and make changes as necessary feedback on your coaching ability Ask your staff what is working and what is not Review outcomes what have your staff achieved as result of coaching and professional development activities Has their performance improved Use this feedback to incorporate into your coaching and planning for professional development activities on the most significant things you have learnt in your life career to date Think about how you learnt these things What processes did you go through How long did it take What support did you receive How did the learning happen Use this exercise to reflect on all the different ways in which people learn beyond training courses 360 Reflection Tool User Guide Developing self and others Leadership requirements 360 Reflection Tool Professional practices Creates a student eading Creates and learning centred school learning culture _ ee Developing self Promotes i and others pi SEE ESS Initiates improvement gaiei through innovation and change E peee Manages high eee standards and accountability E reates Influences and of ia collaborates with the community Clearinghouse additional materials
36. l success of the strategic plan and emphasise to them that their contribution is critical mechanisms that allow you and your staff to monitor accountabilities For example have individual staff members prepare interim progress reports or schedule regular update meetings to provide feedback to you about progress in relation to their accountabilities Communicate to staff that you welcome discussion of accountabilities and that they should inform you of any issues or concerns early before they become more serious under performance using facts and observed behaviour rather than generalisations and opinion Check that the individual understands the feedback provided and highlight the action that will be taken if under performance continues Explain what you need them to do differently in order to meet expected levels of performance Ask if they need any support to reach these levels clear gaps in an individual s performance against that required to achieve their accountabilities For each area identify a heading the way in which actual results or behaviours compare with expectations the immediate impact of under performance and the likely impact of under performance over time Identify examples Leading the management of the school 360 Reflection Tool Professional practices Leadership requirements Creates a student centred school Coaches and bullds capacity Promotes professional learning Under
37. leadership requirements and professional practices as set out in the Principal Standard 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 and and qualities learning learners values understanding social and teaching confident interpersonal and schooling creative skills individuals and active Leading teaching and learning informed citizens Developing self and others Leading improvement innovation and change Leading the management of the school aa a isi E id worki ith the ity Vision and values Knowledge and social and a akki Kaa understanding interpersonal skills l Vision Knowledge Personal High quality Successful Applies Leading teaching Creates a student contemporary Creates a and learning centred school professional learning culture knowledge Promotes professional Manages self learning Developing self Coaches and and others builds capacity Understands Initiates improvement the leadership through innovation of change and change Leading improvement Inspires and innovation and change motivates Leading the Manages high Models ethical management odels ethica Manages standards and of the school one ee accountability Each of the 15 attributes is made up of a series of observable behaviours and actions that high Influences and performing prin
38. locate Provide S Connect about your students context in relation to their family community and culture Be curious and interview students and their families about their upbringing relationships and experience with the school the diverse cultural groups and their community leaders in your school and community as a whole What are the norms of behaviour in the groups What are the similarities and conflicting norms between groups regular diarised time with key individuals within the respective cultural groups to get to know them Ask open questions of them and those that know them well and probe to find out what their concerns issues and expectations are the opportunity to the diverse groups in your school and community to represent themselves within the school context For example organise multicultural campus days at which the groups in your community can exhibit their language and culture with principals school leaders from communities with similar cultural diversity and challenges and learn about their experiences and ideas in connecting with and including the diverse groups 360 Reflection Tool User Guide Engaging and working with the community Reflection Tool Professional practices 360 Leadership requirements ision and values professional learning culture knowledge Manages self eee eee Understands Initiates Improvement the leadership through innovation ey ey Manages h
39. ment Inspires and through innovation d Manages high standards and accountability 8 Models ethical actices Influences and collaborates with the community Creates a culture of inclusion Clearinghouse additional materials http clearinghouse aits edu au Search q 360 20T00I 20 20 Attribute 202 amp f Keywords Primal leadership Learning to lead with emotional intelligence Daniel Goleman Richard E Boyatzis and Annie McKee 2004 Inspirational presence The art of transformational leadership Jeff Evans 2009 Leverage leadership A practical guide to building exceptional schools Paul Bambrick Santoyo 2012 McREL insights from knowledge to wisdom Using case methodology to develop effective leaders Greg Cameron Cherie Lyons Jane A Schumacher 2008 The effective principal Pamela Mendels 2012 360 Reflection Tool User Guide 31 32 Leadership requirement Personal qualities social and interpersonal skills Professional practice 3 Creates a learning culture Leading teaching and learning Reflection Tool Principals school leaders create a culture of challenge and support enabling effective teaching that promotes effective enthusiastic independent learners committed to life long learning Strategies to further develop your capacity in relation to this attribute Identity identify share share seek reflect ways of celebrating go
40. moti through innovation Manages resources Clearinghouse additional materials Influences and collaborates with the community Creates a culture of inclusion http clearinghouse aits edu au Search q 360 20T00I 20 20 Attribute 2011 amp f Keywords Educational administration Theory research and practice Wayne Hoy and Cecil Miskel 8th ed 2007 First among equals How to manage a group of professionals Patrick J McKenna and David H Maister 2005 Execution The discipline of getting things done Larry Bossidy Ram Charan and Charles Burck 2002 The principal s role in school fundraising Vickie Mabry 2005 00 Differentiated classroom learning technologies and school improvement What experience and research can tell us Kathryn Moyle 2012 Leadership requirement Personal qualities social and interpersonal skills Professional practice 12 Manages high standards and accountability Principals school leaders ensure that high standards are achieved across the school and that accountabilities are monitored and met Strategies to further develop your capacity in relation to this attribute Share Develop B Describe identity with your staff a clear understanding of the direction that your school is taking through the vision and strategic plan and make the link to their personal goals and objectives Clearly communicate how each staff member s role contributes to the overal
41. ms of urgency and importance with a matrix all required work to be done by critical not critical and urgent not urgent Map all tasks to the corresponding four quadrants and allocate resources accordingly Ensure that you not only focus on the critical urgent actions Often the critical non urgent initiatives are the ones with the most long term value all tasks and initiatives in the school and then map them to the school s strategic plan Identify any gaps or ambiguous links that need to be thought through more thoroughly in order to prioritise work and align responsibilities Take steps to discuss any role or responsibility changes with staff which may be necessary for you to ensure alignment with the school s strategic plan projects initiatives or decisions that are currently within your agenda to staff members Consider who would benefit from taking on this responsibility Be clear about why you are asking them to take this on and what you need them to do Ask them what type of support they need Be clear about the overall objective but let the individual decide how they wish to accomplish it 360 Reflection Tool User Guide Leading the management of the school Leadership requirements 360 Reflection Tool Professional practices Creates a student centred school Creates learning culture eloping self Coaches and velop and others bullds capacity Manages self Initiates improvement Inspires and
42. ng existing assumptions models and ways of thinking what are the barriers that are holding back improvement Try to uncover the assumptions behind existing ways of doing things which may be outdated or incorrect Work with your team to challenge these assumptions and boundaries why things are done and why they are done in a particular way Where appropriate think about and suggest alternative approaches all the possible solutions when faced with a problem Do not be constrained by the current rules and processes in place If the only way to solve the problem requires you to have to change a rule or process be prepared to do so once you have considered the consequences of it on the impact on all relevant internal and external stakeholders and keep them informed when implementing an improvement plan Make sure you meet face to face with the key stakeholders and talk to them about what the change is why this change is important how the change will impact them and how they can be best involved in the change process progress on a regular basis when implementing an improvement plan Be flexible and modify your plan if new information changes the context for your initiative This will help you to ensure that your improvement plan can be implemented even when circumstances change 360 Reflection Tool User Guide Leading improvement innovation and change Reflection Tool Professional practices f 360 Leadership requirements
43. ntinuous school wide focus jour on individual student s achievement observable behaviours acts in the interest of all students to secure the best possible learning outcomes listens actively to students shows interest and acknowledges their points of view and contribution demonstrates respect for the dignity and worth of each and every individual 360 Leadership requirements Reflection Tool Professional practices Leading teaching Creates a student and leaming centred school attribute representation in model 360 Reflection Tool User Guide Leadership requirement Vision and values Professional practice 1 Creates a student centred school Principals school leaders are committed to the learning and growth of young people and adults and foster respect across the whole school The principal school leader demonstrates commitment to the learning and growth of young people and adults encourages active engagement of students and a strong student voice places the student at the centre of strategic planning provides a consistent and continuous school wide focus on individual student s achievement acts in the interest of all students to secure the best possible learning outcomes listens actively to students shows interest and acknowledges their points of view and contribution demonstrates respect for the dignity and worth of each and every individual 360 Reflection Tool Professional prac
44. ntred school Coaches and builds capacity Models ethical aci 2 a culture of inclusion Leadership requirements learning culture Manages self Understands the leadership Manages high standards and accountability influences and collaborates with the community Clearinghouse additional materials http clearinghouse aits edu au Search q 360 20T00I 20 20 Attribute 208 amp f Keywords Understanding adaptability A prerequisite for effective performance within complex environments Shawn Burke et al 2006 Learning adaptability and change John Heywood 1989 Facilitating organization change Lessons from complexity science Edwin E Olson and Glenda H Eoyang 2001 Leading in a culture change Michael Fullan 2001 Tips for overcoming resistance to change The National College for School Leadership UK 360 Reflection Tool User Guide 37 38 Leadership requirement Personal qualities social and interpersonal skills Professional practice 9 Initiates improvement through innovation and change Principals school leaders work with others to produce and implement clear evidence based improvement plans and policies for the development of the school Strategies to further develop your capacity in relation to this attribute Review Q Question Review Reflect Review how the school and practice can be improved by challengi
45. od performance of both students and staff members Do not only concentrate on outstanding performers but also success stories where previously less successful individuals achieved a lift in their performance ways of communicating the why of life long learning why do we keep learning What is the purpose By doing so you not only capture your students minds but also their hearts your own enthusiasm for life long learning with staff and students publicly and as often as possible stories from past experiences or analogies to demonstrate to staff and students that challenging goals can be met new educational approaches and allow them to be trialled even if success is not certain Invite your staff to be creative take time to formulate your vision for teaching and learning within your school Solicit input from staff and students to ensure the vision is built on a broad foundation and consensus When communicating ensure you address the why and not only the how of your vision 360 Reflection Tool User Guide Professional practices 360 Leadership requirements 3 a ies Vision and value skills Coaches and and others bullds capacity Understands the leadership Inspires and motivates KE Le Models ethical Manages practices resources Creates a culture of inclusion Understands the community Clearinghouse additional materials http clearinghouse aits edu au Sea
46. onal knowledge current Strategies to further develop your capacity in relation to this attribute Read set aside time to keep yourself up to date with literature on leadership and school management Translate the insights into your specific school environment and context and write down what these mean for your own leadership O Seek time and resources where possible to attend education conferences and forums to keep yourself informed about developments within the education sector and to connect with other school leaders Share new knowledge with your staff QD Record when you learn about interesting developments in school management or teaching learning and child development research Write down how these apply to your school and how you can practically use these insights for school improvement Present at staff meetings on developments in teaching learning and child development research to ensure that you can draw on staff support when taking steps to apply the research findings in your school Invite staff members to present on developments in teaching learning and child development research This allows you to harness many more ideas and insights than you would be able to do on your own Leading teaching and learning 360 Leadership requirements Reflection Tool Professional practices Applies contemporal professional I ns Ci Manages self roaches and bullds capacity Initiates improve
47. onkey to reach these groups to maintain relationships that might not be of benefit to the school right now but may benefit the school in the future For example reach out to local businesses that might be able to sponsor a school event in the future to meet face to face with respective agency representatives regularly to discuss developments in child and adolescent protection 360 Reflection Tool User Guide centred school Coaches and bullds capacity Inspires and motivates Understands the leadership Models ethical Manages practices resources aging and Influences and ing with the collaborates with the communi ity community Clearinghouse additional materials http clearinghouse aits edu au Search q 360 20T00I 20 20 Attribute 2015 amp f Keywords Collaboration handbook Creating sustaining and enjoying the journey Michael B Winer 1994 Community practice skills Local to global perspectives Dorothy N Gamble 2009 The power of we Succeeding through partnerships Jonathan M Tisch and Karl Weber 2005 Leadership of parental engagement A tool to help you audit and improve your Practice The National College for School Leadership UK 2012 Privacy terms and conditions These terms and conditions are written for participants of the Australian Institute of Teaching and School Leadership AITSL 360 Reflection Tool The 360 Reflection Tool is being conducted by Hay
48. ou measure the achievement of the goal articulated so it is possible e How will you know that you have achieved your action to tell at any point in goal time if the goal has been achieved or not a definable end point Achievable challenging e What might hinder you as you progress toward the goal yet realistically achievable What resources can you call upon What possible hurdles will you need to overcome to achieve your goal Relevant meaningful and have positive implications for your own leadership and the overall goals of your school What do you and others get out of this Have other parties involved agreed to it What are the resources you can draw on to achieve your goal as well as rise above possible hurdles Time phased set within a clear timeline in which the goal should be achieved When will you achieve the goal What will be your first step What is the timeframe to complete the action goal 360 Reflection Tool User Guide Taking action The following strategies are meant to help you succeed by tangibly increasing the likelihood of attaining the set goals 1 Determine your audience make a deliberate decision about either keeping the goal to yourself or to share it with others To share your goal can be a powerful way of catalysing goal achievement but also bears the risk of confusion or embarrassment if the goal cannot be attained 2 Grow big goals from small goals rather than having on
49. rary protessional learning culture knowledge haan Promotes professional Manages self learning Understands Initiates improvement the leadership through innovation management practices ee eee Influences and Understands the oe community a Leading the Models ethical Clearinghouse additional materials http clearinghouse aits edu au Search q 360 20T00I 20 20 Attribute 2010 amp f Keywords Power through people and principles Not puppets and prejudices Vipen Kapur 2000 Managing by values How to put your values into action for extraordinary results Ken Blanchard and Michael O Connor 2003 Working with emotional intelligence Daniel Goleman 2000 360 Reflection Tool User Guide 39 40 Leadership requirement Knowledge and understanding Professional practice 11 Manages resources Principals school leaders use a range of data management methods and technologies to ensure that the school s resources and staff are efficiently organised and managed to provide an effective and safe learning environment as well as value for money Strategies to further develop your capacity in relation to this attribute O Reflect Categorise Record Delegate on different ways of planning your school s resources appropriately You may like to prepare a list of initiatives and tasks to be achieved at the beginning of each year month week prioritising these in ter
50. rce identifies leadership potential in others and provides opportunity for others e it to demonstrate leadership eee 12 360 Reflection Tool User Guide Leadership requirement Knowledge and understanding Professional practice Developing self and others 5 Promotes professional learning Principals school leaders understand the importance of and demonstrate commitment to their own ongoing professional development The principal school leader e reviews own practice regularly and implements change in their leadership and management approaches e models learning for life by investing time effort and resources to developing own professional practice obtains feedback from others to develop an accurate assessment of own strengths and development needs provides opportunities for and actively encourages staff to attend professional learning linked to their performance goals 3 6 a Leadership requirements Reflection Tool Professional practices Knowledge and understanding Leading teaching and learning Promotes professional learning Developing self and others Leading improvement innovation and change Leading the management of the school Engaging and working with the community 360 Reflection Tool User Guide 13 Leadership requirement Personal qualities social and interpersonal skills Professional practice Developing self and others 6 Manages self 3 6 Qa Leadership requirement
51. rch q 360 20T00I 20 20 Attribute 203 amp f Keywords Student centred leadership Viviane Robinson 2011 Linking leadership to student learning Kenneth Leithwood and Karen Seashore Louis 2011 Leaders of learning How district school and classroom leaders improve student achievement Richard DuFour and Robert J Marzano 2011 October 2012 Leading a professional learning and development culture Leadership requirement Vision and values Professional practice 4 Coaches and builds capacity Principals school leaders build capacity they support all staff to achieve high standards and develop their leadership capability Strategies to further develop your capacity in relation to this attribute Hold regular one to one meetings with your staff to discuss their development Distinguish between their short medium long term development objectives Focus on each in turn and provide specific advice Ensure each member of staff takes ownership for their own development with your support fa Discuss with your staff and encourage them to identify their own learning and development needs by asking them to think about their strengths and development areas in the context of their current role and future ambitions Ask them how they think they could improve and what learning they feel they would benefit from Analyse the development needs of individuals within your staff as well as the needs of the sc
52. s Reflection Tool r Personal qualities Principals school leaders manage themselves well and demonstrate commitment r AE social and to their own personal health and wellbeing in order to manage the complexity of unterpersonalickls the role and actions required in the role Leading teaching and learning The principal school leader Developing self e acts rationally in emotional situations expresses emotions but does so calmly and others and constructively Manages self Leading improvement e takes action to look after own physical mental emotional and spiritual wellbeing innovation and change prioritises and acts constructively in response to constant numerous pressing E T Leading th priorities and conflicting demands EEES of the school takes appropriate action in times of uncertainty in the areas that are within their control Engaging and working with the community looks for and focuses on the positives in situations and people but does not ignore the negatives 14 360 Reflection Tool User Guide Leadership requirement Vision and values Professional practice Leading improvement innovation and change 7 Inspires and motivates 3 6 Q Leadership requirements Prineipal hool l A hei ff packed Reflection Tool rincipa s sc 070 eaders inspire and motivate their staff to ensure that the vision Prolece ionalpraciiees Visioniandivalues and strategic plan is put into action across the school and t
53. stands the leadership of change Inspires and Manages high standards and accountability Creates a culture of inclusion Understands the community Q Seek you can share with the individual to illustrate your points and help them to see what they need to do differently in order to improve a trusted adviser to give you advice on how to handle instances of under performance with a staff member Consider rehearsing the conversation with them and ask for feedback on the likely impact of your approach Clearinghouse additional materials http clearinghouse aitsl edu au Search q 360 20To0oI 20 20 Attribute 2012 amp f Keywords Giving Fierce a time and receiving performance feedback Peter R Garber 2004 conversations Achieving success at work amp in life one conversation at Susan Scott 2004 Discipline without punishment The proven strategy that turns problem employees into superior performance Dick Grote 2nd ed 2006 360 Reflection Tool User Guide 41 42 Leadership requirement Vision and values Professional practice 13 Creates a culture of inclusion Principals school leaders embrace inclusion and help build a culture of high expectations that takes account of the richness and diversity of the school s wider community and the education systems and sectors Strategies to further develop your capacity in relation to this attribute Learn identify Al
54. t which does not enjoy universal support amongst staff and colleagues Try to build support by confronting the issues and not the people to give feedback to people who don t walk the talk Let others know when you feel that their actions are not in line with the school s values Think through the core message that you want to get across and describe their behaviours to them and how they differ from the school s values and beliefs your staff or a trusted adviser to tell you their perceptions of how you model values and ethical perspectives relevant to the school Compare their views with your own and plan how you can strengthen your position as a role model for values and ethics at the school on your core message and how it relates to the school s values when preparing for meetings on critical school issues Open the meeting with a clear statement of your message and be prepared to re state this message as required your perspective if those around you do not subscribe to your viewpoint decision especially when you believe that your idea decision is right for your students and your school Think of how you can present your case in a different way that will allow others to see its merits If you do not think they are listening continue to repeat your view until the message is heard fi 3 6 Q Leadership requirements f Leading the management of the school Reflection Tool Professional practices Applies contempo
55. tices 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 Leadership requirements Creates a student contemporary centred school professional knowledge Coaches and romiciee builds capacity set Understands Inspires and praileatas the leadership of change Creates a culture Understands the of inclusion community Personal qualities social and interpersonal skills Manages high standards and accountability Leadership requirement Vision and values Professional practice Engaging and working with the community 13 Creates a culture of inclusion 3 6 Q Leadership requirements Reflection Tool Professional practices Vision and values Principals school leaders embrace inclusion and help build a culture of high expectations that takes account of the richness and diversity of the school s wider community and the education systems and sectors Leading teaching and learning The principal school leader Developing self e recognises the multicultural nature of Australian people CREL recognises and uses the rich and diverse linguistic and cultural resources r Leading improvement in the school community innovation and change fosters understanding and reconciliation with indigenous cultures Leading the management develops strategies to ensure educational opportuni
56. tices 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 Leading teaching and learning Leadership requirements Vision and values Creates a student centred school 360 Reflection Tool User Guide Leadership requirement Knowledge and understanding Professional practice Leading teaching and learning 2 Applies contemporary professional knowledge 36 Oo Leadership requirements Reflection Tool Principals school leaders apply their professional knowledge to meet the needs of saunas f l l l Professional practices Vision and values es students in the school and to deliver with others effective strategic leadership and yo eae operational management Principals school leaders take steps to ensure that they Applies A Leadi hi ti keep their professional knowledge current R PEN knowledge The principal school leader Developing self Coaches and ii i and others builds capacity anages se e understands the practice and theory of contemporary leadership and applies that knowledge in school improvement Initiates improvement Leading improvement Inspires and i i i i innovation and change motivates through innovation e applies current knowledge and understanding of research into teaching g and change learning and child development to meet the needs of students in the school z 3
57. to the strong emotion in the first place Think through the impact that having this emotion had on your performance at school Developing self and others 360 Reflection Tool Professional practices Creates a student centred school Inspires and Models ethical practices Creates a culture of inclusion Leadership requirements plies contemporary sslonal prote knowledge Manages self Understands the leadership Manages resources Understands the community O Reflect Analyse O Reflect about the levels of stress you experience in your everyday life Stress and fatigue can make it hard to remain self controlled If you need to think about ways to manage your stress levels like exercise or taking time out to relax Also identify pressures that you can eliminate by planning your work differently or appropriately delegating to others a situation objectively when faced with adversity to identify what is within your sphere of control and what isn t Focus on what is within your control and identify specific actions you can take to make the situation better Stop yourself from dwelling on the aspects of the situation that are outside your control about the extent to which you are satisfied with the balance amongst your work life health and family What is the relationship between how you spend your time and your emotions It may be that a lack of balance is causing
58. tor change in their leadership behaviour and actions e learn more about their strengths better understand and explore opportunities for improvement gather critical feedback on their performance connect with the Principal Standard e gather formative feedback on the leadership behaviours they exhibit in their daily work e use feedback to reflect on their leadership and develop a leadership action plan e use feedback as one element of their professional appraisal plan professional learning and development opportunities for themselves The 360 Reflection Tool is underpinned by research and the development involved high level advice from the profession about the behaviours that are demonstrated when enacting the three leadership requirements and five professional practices of the Principal Standard The 360 Reflection Tool does not seek feedback on the quality of behaviours that is how well a behaviour is exhibited Rather the 360 Reflection Tool is designed to capture feedback on the frequency of the behaviours exhibited by principals In order to use the 360 Reflection Tool and achieve maximum benefit it is important to have an understanding of the Principal Standard its purpose and how to apply the Principal Standard within current and future contexts This will allow principals school leaders to better understand the feedback received from the 360 Reflection Tool and use it to inform future development The pr
59. ty including countering of the school discrimination and the impact of physical social and economic disadvantage Engaging and working with the recognises and supports the needs of students families and carers from anma communities facing complex challenges Sy Creates a culture of inclusion takes individuals needs and point of view into consideration 360 Reflection Tool User Guide 22 Leadership requirement Knowledge and understanding Professional practice 14 Understands the community Principals school leaders understand the richness and diversity of the school s wider community education systems and sectors The principal school leader e understands the diverse interests of the community e knows understands and takes account of the social political and local circumstances within which they work e knows about the rich diversity of cultural groups within the community interacts personally with external stakeholders to understand and anticipate their needs 360 Reflection Tool User Guide 360 Reflection Tool Professional practices 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 Engaging and working with the community Leadership requirements Knowledge and understanding Understands the community Leadership requirement Personal qual
60. uth VIC 3053 Australia 360 Reflection Tool User Guide Contents Australian Professional Standard for Principals About the 360 Reflection Tool How to use the 360 Reflection Tool Attributes and behaviours of the 360 Reflection Tool Unpacking the attributes and behaviours 360 Reflection Tool attributes and behaviours v Your feedback report Interpreting your feedback Summarising your feedback SWOT analysis Planning for and taking action Action Planner 360 Reflection Tool action strategies v Privacy terms and conditions O ON OO ao fF 24 25 27 28 29 30 45 360 Reflection Tool User Guide Australian Professional Standard for Principals Endorsed by Ministers at the Ministerial Council for Education Early Childhood Development and Youth Affairs MCEECDYA in July 2011 the Australian Professional Standard for Principals describes the leadership requirements and professional practices of principals making explicit the role of quality school leadership in improving learning outcomes for all Australian students The Principal Standard e defines the role of the principal and unifies the profession nationally e describes the professional practice of principals in a common language e makes explicit the role of quality school leadership in improving learning outcomes e sets out what principals are expected to know understand and do to achieve excellence The strength of the Principal Standard will b
61. y 2010 Coaching for performance Growing people performance and purpose John Whitmore 2002 Coaching for teaching and learning A guide for school leaders Rachel Lofthouse David Leat and Carl Towler 2010 The effective principal Pamela Mendels 2012 Top tips for developing your leadership style The National College for School Leadership UK 360 Reflection Tool User Guide 33 34 Leadership requirement Knowledge and understanding Professional practice 5 Promotes professional learning Principals school leaders understand the importance of and demonstrate commitment to one s own ongoing professional development Strategies to further develop your capacity in relation to this attribute Identify Familiarise Reflect Seek O Reflect a mentor someone who is recognised in the education sector or another sector as leading professional learning and who can role model desirable behaviour for you Take time with this person to understand what it is that this person does to manage their own professional development as well as the actions they take to help individuals flourish over the long term yourself with the development opportunities open to you and your staff Where relevant recommend relevant learning and development activities for your staff and encourage them to take full advantage of them in your diary What proportion of time do you spend on different aspects of your role Ma
62. your professional development 5 identifying evidence in your ongoing performance and development AITSL is funded by the Australian Government Australian Institute for Teaching and School Leadership Limited Australian Professional Standard for Principals 360 Reflection Tool Feedback Report 360 2 360 Reflection Tool User Guide 25 26 Interpreting your feedback The following strategies and reflective questions may be of use to you as you prepare to receive your feedback 1 Be positive and open to receiving your feedback This is a valuable commentary about your leadership capacity Your openness to receiving feedback is evident in your body language facial expression actions and reactions 2 Take appropriate time to reflect on your feedback Ensure you are in the right frame of mind and the right setting to read reflect and contemplate your feedback 3 Read to understand the feedback What strengths in your behaviours and actions have been identified What common theme is emerging What areas would benefit from further development Have your raters identified strengths or areas for development that have not been identified by you Which strengths can you leverage Which areas for development would you like to improve 4 Refrain from judging self or others based on feedback What can you learn about yourself from the feedback you have received What are the views of your raters How are your

360° Reflection Tool User Guide - Australian Institute for Teaching

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360° Reflection Tool User Guide - Australian Institute for Teaching