Leadership Framework

Leading Learning: The Parramatta Catholic Education Leadership Framework The Leadership Framework establishes a shared understanding of Leadership.

The Framework has four core elements: Catholic Culture, Leading Pedagogy, Leading Self and Others and Stewardship.

Each of these elements has a context statement, accountabilities and indicative practices designed to give life to the Framework in different leadership contexts.

reachThe Parramatta Catholic Education Framework

Leadership framework

CatholicCulture

Stewardship

LeadingSelf andOthers

LeadershipFramework

LeadingPedagogy

How does the Leadership Framework relate to the overall Parramatta Catholic Education Framework?The Leadership Framework details the ’Leading Learning’ domain of the Education Framework as four relationships:

The ‘Catholic Culture’ element details the direct relationship between Leading Learning and Quality Catholic Schooling The ‘Leading Pedagogy’ element details the relationship between Leading Learning and Learning and Teaching The ‘Stewardship’ element details the relationship between Leading Learning and the Learning Environment The ‘Leading Self and Others’ element details the relationship between Leading Learning and the Community of Learners

Parramatta Catholic Education Framework

Quality Catholic

Schooling

LearningEnvironment

LeadingLearning

Communityof Learners

Learningand

Teaching

Leadership framework

CatholicCulture

Stewardship

LeadingSelf andOthers

LeadershipFramework

LeadingPedagogy

Scho

ol le

ader

s en

sure

the

scho

ol c

omm

unity

is

reco

gnis

ably

Cat

holic

and

con

tribu

tes

to th

e ev

ange

lisin

g m

issi

on o

f the

Chu

rch

This

requ

ires

scho

ol le

ader

s to

:·

Supp

ort t

he w

ork

of th

e pa

rish/

es in

build

ing

a Ca

thol

ic c

omm

unity

· En

sure

the

sacr

amen

tal l

ife o

f the

sch

ool i

s

sust

aine

d an

d nu

rture

d·

Mod

el a

nd p

rom

ote

Cath

olic

life

and

livi

ng·

Ensu

re a

n ap

prop

riate

RE

curri

culu

m is

impl

emen

ted

in th

e sc

hool

They

do

this

in w

ays

such

as:

· Ac

ting

just

ly a

nd w

ith in

tegr

ity·

Build

ing

and

mai

ntai

ning

rela

tions

hips

with

paris

h pr

iest

s·

Prom

otin

g pa

rtner

ship

s w

ith p

aren

ts a

nd c

areg

iver

s·

Build

ing

rela

tions

hips

with

the

paris

h an

d th

e

wid

er c

omm

unity

· Pa

rtici

patin

g in

, lea

ding

and

pro

mot

ing

the

pray

er,

spiri

tual

and

litu

rgic

al li

fe o

f the

sch

ool

· Op

erat

ing

in a

spi

rit o

f rec

onci

liatio

n

and

cele

brat

ion

· W

itnes

sing

to th

e liv

ing

of th

e Go

spel

, Cat

holic

te

achi

ngs

and

the

tradi

tions

of t

he F

aith

· Le

adin

g de

velo

pmen

t im

plem

enta

tion

an

d ev

alua

tion

of a

ppro

ved

RE c

urric

ula

· Pr

omot

ing

an in

clus

ive

cultu

re

Scho

ol le

ader

s ar

e re

spon

sibl

e fo

r lea

rnin

g an

d te

achi

ng

This

requ

ires

scho

ol le

ader

s to

:·

Esta

blis

h go

als

and

high

exp

ecta

tions

for a

ll st

uden

ts

and

all t

each

ers

· Pl

an, c

oord

inat

e an

d ev

alua

te te

achi

ng a

nd th

e

curri

culu

m·

Plan

and

eng

age

in p

rofe

ssio

nal l

earn

ing

with

sch

ool

st

aff o

n co

ntem

pora

ry le

arni

ng a

nd te

achi

ng

They

do

this

in w

ays

such

as:

· In

volv

ing

staf

f and

oth

ers

in th

e sh

apin

g of

the

sc

hool

’s go

als

· Em

bedd

ing

the

syst

em s

trate

gic

inte

nt in

to th

e sc

hool

· En

surin

g co

ntin

ued

impr

ovem

ent i

n st

uden

t

lear

ning

out

com

es·

Lear

ning

with

the

staf

f fro

m b

oth

evid

ence

-bas

ed

rese

arch

and

loca

l pra

ctic

e·

Prom

otin

g an

d bu

ildin

g cr

eativ

e an

d in

nova

tive

le

arni

ng/t

each

ing

envi

ronm

ents

· En

surin

g a

safe

, sec

ure

and

supp

ortiv

e

lear

ning

env

ironm

ent

· Pr

otec

ting

time

for l

earn

ing

and

teac

hing

by

redu

cing

exte

rnal

pre

ssur

es a

nd in

terru

ptio

ns·

Bein

g in

volv

ed a

nd v

isib

le in

lear

ning

spa

ces

· Us

ing

tech

nolo

gies

to s

uppo

rt le

arni

ng/t

each

ing

Parr

amat

ta C

atho

lic E

duca

tion

Lead

ersh

ip F

ram

ewor

k fo

r Sch

ool L

eade

rs

Cath

olic

cul

ture

Lead

ing

peda

gogy

Scho

ol le

ader

s bu

ild th

e ca

paci

ty a

nd c

apab

ilitie

s of

th

emse

lves

and

oth

ers

This

requ

ires

scho

ol le

ader

s to

:·

Take

resp

onsi

bilit

y fo

r the

ir ow

n pr

ofes

sion

al

le

arni

ng a

nd g

row

th·

Chal

leng

e ex

istin

g pr

actic

e to

ens

ure

cont

inuo

us

impr

ovem

ent a

nd re

flect

ion

· Ac

t stra

tegi

cally

to p

lan

and

impl

emen

t cha

nge

· Re

cogn

ise

and

cele

brat

e ac

hiev

emen

t·

Build

a c

ultu

re o

f col

labo

ratio

n

They

do

this

in w

ays

such

as:

· Gu

idin

g, m

ento

ring

and

deve

lopi

ng p

eopl

e·

Insp

iring

and

influ

enci

ng o

ther

s·

Iden

tifyi

ng a

nd a

ddre

ssin

g pe

rform

ance

issu

es

in

the

scho

ol·

Plan

ning

and

coo

rdin

atin

g a

stra

tegi

c ap

proa

ch

to c

hang

e·

Build

ing

colla

bora

tive

lear

ning

team

s·

Com

mun

icat

ing

effe

ctiv

ely

with

a d

iver

se

ra

nge

of p

eopl

e·

Usin

g tra

nspa

rent

dec

isio

n-m

akin

g pr

oces

ses

· Di

spla

ying

resi

lienc

e·

Ackn

owle

dgin

g w

hen

mis

take

s ar

e m

ade

and

le

arni

ng fr

om th

em

Scho

ol le

ader

s en

sure

that

reso

urce

s ar

e us

ed

effe

ctiv

ely

This

requ

ires

scho

ol le

ader

s to

:·

Cont

ribut

e to

and

ben

efit f

rom

sys

tem

lead

ersh

ip·

Ensu

re th

at th

e sy

stem

stra

tegi

c in

tent

is d

eliv

ered

th

roug

h th

e sc

hool

goa

ls a

nd im

plem

enta

tion

plan

· Al

ign

reso

urce

s an

d pr

ofes

sion

al e

xper

tise

to th

e

lear

ning

nee

ds o

f the

stu

dent

s an

d te

ache

rs·

Take

resp

onsi

bilit

y fo

r fina

ncia

l and

phy

sica

l

reso

urce

man

agem

ent

· En

sure

the

scho

ol m

eets

sys

tem

and

regu

lato

ry

requ

irem

ents

They

do

this

in w

ays

such

as:

· En

surin

g th

ere

are

appr

opria

te re

sour

ces

fo

r lea

rnin

g an

d te

achi

ng·

Follo

win

g sy

stem

recr

uitm

ent a

nd s

elec

tion

pr

oced

ures

to e

nsur

e be

st-q

ualit

y st

affin

g·

Deve

lopi

ng a

nd m

aint

aini

ng a

n ef

fect

ive

bu

dget

pro

cess

· M

aint

aini

ng a

nd e

nhan

cing

the

phys

ical

envi

ronm

ent o

f the

sch

ool

· De

velo

ping

par

tner

ship

s w

ith lo

cal

bu

sine

ss a

nd c

omm

unity

· Pr

ovid

ing

a tra

nspa

rent

acc

ount

of t

he

sc

hool

’s pe

rform

ance

to a

rang

e of

aud

ienc

es·

Ensu

ring

good

reco

rds

man

agem

ent

· Pr

omot

ing

the

life

of th

e sc

hool

to th

e

wid

er c

omm

unity

· Be

ing

the

publ

ic fa

ce o

f the

sch

ool

· Pr

omot

ing

enro

lmen

t with

in th

e sc

hool

· De

velo

ping

the

lead

ersh

ip o

f oth

ers

Lead

ing

self

and

othe

rsSt

ewar

dshi

p

Scho

ol le

ader

s en

sure

the

scho

ol c

omm

unity

is

reco

gnis

ably

Cat

holic

by

cont

ribut

ing

to th

e ev

ange

lisin

g m

issi

on o

f the

Chu

rch

· M

aste

rs o

f RE

· Pr

inci

pal a

nd s

enio

r sta

ff sp

iritu

al fo

rmat

ion

· Pr

inci

pals

’ sem

inar

s (g

uest

spe

aker

s)·

ELIM

, Mod

ule

2·

PEP

(with

a re

treat

/spi

ritua

l for

mat

ion

ex

perie

nce)

Scho

ol le

ader

s ar

e re

spon

sibl

e fo

rle

arni

ng a

nd te

achi

ng

· M

ento

r Dev

elop

men

t (M

ento

rs o

f

new

sch

eme

teac

hers

and

of

pr

e-se

rvic

e te

ache

rs)

· M

aste

rs o

f Edu

catio

nal L

eade

rshi

p ·

‘Lea

rnin

g To

geth

er’ –

sys

tem

lear

ning

· Sc

hool

bas

ed le

ader

ship

team

dev

elop

men

t ·

Acad

emic

par

tner

ship

s an

d re

sear

ch·

ELIM

, Mod

ule

1·

PEP

(with

a L

eadi

ng P

edag

ogy

com

pone

nt

alig

ned

to s

trate

gic

dire

ctio

ns)

Scho

ol le

ader

s bu

ild th

e ca

paci

ty a

nd

capa

bilit

ies

of th

emse

lves

and

oth

ers

· Co

vey

7 ha

bits

· M

Ed L

eade

rshi

p (P

arra

mat

ta U

nit o

n

Hum

an R

esou

rce

Deve

lopm

ent)

· Le

arni

ng c

onve

rsat

ions

· Sp

iritu

al g

row

th o

ppor

tuni

ties

Scho

ol le

ader

s en

sure

that

reso

urce

s ar

e us

ed e

ffect

ivel

y

· M

Ed L

eade

rshi

p (P

arra

mat

ta U

nit o

n

Hum

an R

esou

rce

Deve

lopm

ent)

· Gr

ieva

nce

hand

ling

and

disp

ute

reso

lutio

n pr

ogra

m

(HRE

OC) f

or P

rinci

pals

/Ass

ista

nt P

rinci

pals

· St

ewar

dshi

p: fo

r Prin

cipa

ls/A

ssis

tant

Prin

cipa

ls:

Ch

ild P

rote

ctio

n; O

H&S

lead

ersh

ip; C

ompl

ianc

e;

Recr

uitm

ent;

polic

ies

and

prac

tices

ass

ocia

ted

with

empl

oyee

ent

itlem

ents

; fina

ncia

l and

reso

urce

m

anag

emen

t.

New

ly A

ppoi

nted

Lea

ders

Pro

gram

(NAL

P)

(incl

udin

g In

duct

ion

and

the

Prof

essi

onal

Par

tner

Pro

gram

*)

SLdo

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nuar

y 2

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Parr

amat

ta C

atho

lic E

duca

tion

Lead

ersh

ip F

ram

ewor

k fo

r Sch

ool L

eade

rsCa

thol

ic c

ultu

reLe

adin

g Pe

dago

gyLe

adin

g se

lf an

d ot

hers

Stew

ards

hip

* T

he P

rofe

ssio

nal P

artn

ers

Prog

ram

invo

lves

exp

erie

nced

prin

cipa

ls p

artn

erin

g w

ith b

egin

ning

prin

cipa

ls.

As

par

t of t

his

prog

ram

, the

‘exp

erie

nced

’ prin

cipa

ls a

re o

ffere

d a

prep

arat

ion

prog

ram

.

Emer

ging

Lea

ders

Pro

gram

(ELP

)

ww

w.p

arra

.cat

holic

.edu

.au

Stre

ngth

enin

g th

e Ca

thol

ic li

fe o

f the

sc

hool

(Mod

ules

1 a

nd 2

)Le

adin

g Le

arni

ng (M

odul

es 1

and

2)

Lead

ing

Self

and

Othe

rsCa

thol

ic s

choo

l ste

war

dshi

p