principal plan guide

7/28/2019 Principal Plan Guide

1/24i

Guidelines or PrincipalClass Perormance andDevelopment 2011Ofce or Government School EducationDepartment o Education and EarlyChildhood Development Victoria


2/24ii Guidelines or Principal Class Perormance and Development 2011

Published by the School Improvement

Division, OGSE, Department of Education

and Early Childhood Development

MelbournePublished May 2011

State o Victoria 2011

The copyright in this document is owned by the

State o Victoria. No part may be reproduced by any

process except in accordance with the provisions o

the Copyright Act 1968, NEALS (see below) or with

permission.

An educational institution situated

in Australia which is not conducted

or proft, or a body responsible or

administering such an institution, may

copy and communicate the materials,

other than third-party materials, or the educational

purposes o the institution.

Authorised by the Department o Education

and Early Childhood Development, 2 Treasury Place,

East Melbourne, Victoria 3002.

Also published on http://www.education.vic.gov.au


3/24Guidelines or Principal Class Perormance and Development 2011

Section 1

Background information 1

Introduction 1

Rationale 1

Guiding principles 4

Section 2Overview of the Principal Class Performance

and Development Process 5

Alignment with whole-school planning and review processes 5

Multiple sources o eedback 6

Quality relationships and interactions 7

Proessional learning 9

Flexibility 11

The Perormance and Development Cycle 11

Annual Review Meeting by 30 April 2011 12

Planning meeting - May 2011 12

Mid-cycle Sel-evaluation by 30 October 2011 12

Reection and broad planning Term 4 2011 and Term 1 2012 12

Responsibilities and accountabilities 13

Section 3

Developing a plan 14

School improvement ocus 14

Proessional learning ocus 15

Plan checklist 17

Section 4

Implementing the plan and monitoring progress 18

Engagement and support 18

Sel-evaluation 18

Evidence and documentation 18

Perormance and Development Process outcomes 18

Section 5

Further support and information 19

Contacts 21

Contents


4/241 Guidelines or Principal Class Perormance and Development 2011

Introduction

The Department o Education and Early

Childhood Development (DEECD)1 is

committed to providing young Victorians

with high-quality education and

training to raise achievement levels,

reduce disparity in student outcomes

in and across schools, and provide

opportunities or all students to reach

their ull potential.

The DEECD is committed to ensuring

that all school sta, including Principal

Class Ofcers, are provided with

objective and constructive eedback

on their perormance, with consequent

opportunities to learn and grow.

The Guidelines or Principal Class

Perormance and Developmentoutline

the Principal Class Perormance and

Development Process.

The process provides a ramework

that all Principal Class Ofcers will use

in planning, reviewing and receiving

eedback on school and personal

perormance.

The process also inorms the principalcontract renewal process.

RationaleFigure 1 The Effective Schools Model

The Eective Schools Modelhighlights

the crucial role played by school leaders

in improving student outcomes. This

view is well supported in the research,

which shows that:

Section 1

Background inormation

The DEECD is committedto ensuring that all schoolsta, including PrincipalClass Ofcers, are provided

with objective andconstructive eedback ontheir perormance, withconsequent opportunitiesto learn and grow.

The Effective Schools Model Professionalleadership

High

expectations

of all learners

Focus on

teaching andlearning

Stimulating

and securelearning

environment

Purposeful

teaching

Learning

communities

Accountability Shared vision

and goals

EFFECTIVESCHOOLS

Figure 1
http://www.education.vic.gov.au/studentlearning/teachingresources/english/improvstudlit.htmhttp://www.education.vic.gov.au/studentlearning/teachingresources/english/improvstudlit.htmhttp://www.education.vic.gov.au/studentlearning/teachingresources/english/improvstudlit.htm



leadership has a proound infuence

on organisational perormance and

Principals exercise a measurable

eect on school eectiveness, school

improvement and student achievement2.

Figure 2 Leadership FrameworkThe Developmental Learning Framework

or School Leaders (Leadership

Framework) provides a means through

which leaders can explore and

understand more ully the nature o

leadership and the implications this

has or their work. The Leadership

Framework defnes fve critical domains

o leadership and the key capabilities

that leaders require to create and

sustain eective learning environments.

It supports school leaders to reect

on their leadership practice and to

identiy appropriate learning activities.

The Leadership Framework is integral

to the Principal Class Perormance and

Development Process and underpins all

leadership and proessional learning

policies and initiatives within the DEECD.

The capacity o Principal Class Ofcers

to eectively model and support

ongoing growth and development is

critical to the development o a robust

perormance and development culture

in their schools.

Figure 3 e5 Instructional Model

Thee5 Instructional Modelassists

school leaders and teachers to develop

a shared understanding o how teachers

can improve their practice and to ocus

on their proessional learning and

growth. It is a ramework to inorm

conversations and guide observation,

critique and reection o classroom

practice, to reach agreement about what

constitutes high quality instruction and

to describe what eective teachers do

in the classroom to engage students

in intellectually demanding work. Its

goal is to ensure that all schools and

classrooms improve collectively and

continuously in order to provide every

child with every opportunity to besuccessul.

Leadership Framework

TheDevelopmental

Learning Frameworkfor School Leaders

Technical Leadership Thinks and plans strategically

Aligns resources with

desired outcomes

Holds self and others

to account

Symbolic

Leadership

Developsandmanagesself

Alignsactionswithsharedvalue

Createsandsharesk

nowledge

Educ

ation

al

Lead

ersh

ip

Sha

pesp

edag

ogy

Focus

eson

achie

veme

nt

Promo

tesinquiry

an

drefl

ectio

n

Human

Leadershi

p

Advoca

tesfor

allstuden

ts

Develop

srelations

hips

Develop

sindividu

al

andcollec

tivecapac

ity

CulturalLeadershipSharesthefutureDevelopsaunique

schoolcultureSustainspartnerships

andnetworks

Figure 2
http://www.education.vic.gov.au/proflearning/bastowinstitute/resources/DLFschooleaders.htmhttp://www.education.vic.gov.au/proflearning/bastowinstitute/resources/DLFschooleaders.htmhttp://www.education.vic.gov.au/proflearning/bastowinstitute/resources/DLFschooleaders.htmhttp://www.education.vic.gov.au/proflearning/bastowinstitute/resources/DLFschooleaders.htmhttp://www.education.vic.gov.au/proflearning/e5/http://www.education.vic.gov.au/proflearning/e5/http://www.education.vic.gov.au/proflearning/e5/http://www.education.vic.gov.au/proflearning/e5/http://www.education.vic.gov.au/proflearning/e5/http://www.education.vic.gov.au/proflearning/e5/http://www.education.vic.gov.au/proflearning/e5/http://www.education.vic.gov.au/proflearning/e5/http://www.education.vic.gov.au/proflearning/bastowinstitute/resources/DLFschooleaders.htm



The process is closely aligned with the

School Accountability and Improvement

Framework, which provides the strategic

planning and operational model or

schools. The ramework enables

Principals to outline the actions their

school is taking to improve the learning

outcomes or students.

The process is also linked with the

principal contract renewal process

which places an emphasis on all o the

interactions that a principal has with

the person responsible or monitoring

and reviewing their perormance

and supporting them to develop and

perorm in their role. An underlying

assumption in both processes is that

principals will, over the course o their

contract, aquire a more sophisticated

and comprehensive understanding o

the knowledge base and skills o an

eective educational leader and that

they will deploy this knowledge base in

increasingly eective ways.

Overall, the Principal Class Perormance

and Development Process supports the

learning and growth o eective school

leaders who possess the knowledge,

skills and commitment necessary to lead

school and system-wide improvement.

Section 1Background inormation

(continued)

e5 Instructional Model

Figure 3



Guiding principles

The Principal Class Perormance and

Development Process is underpinned by

the ollowing principles:

Focus on school eectiveness

and student outcomes

The process supports and enables

Principal Class Ofcers to ocus

strategically on the proessional

learning needs and leadership required

to enhance school eectiveness and

improve student outcomes.

Multiple sources o eedback

Feedback provides a rich source o

inormation to guide Principal Class

Ofcers proessional learning and

enable meaningul measurement o

progress at the individual and the

school levels.

Continuous learning

and development

School improvement is a challenging,

long-term process that requires

continuous proessional learning

at all levels (reer to Figure 5). Theprocess stimulates reection on, and

identifcation o, ongoing growth and

development opportunities.

Reciprocal responsibility and support

Individual achievement and system

improvement are more readily achieved

when Principals, in partnership with

their sta, work collaboratively with

colleagues, regional and central sta.

The process is premised on strong

relationships based on regular and

ocused interactions with reciprocal

responsibility and support.

Recognition o dierence and diversity

The process enhances eectiveness

without a consequent increase in

workload and is exible enough

to accommodate the requirements

o Principal Class Ofcers acrossdiverse school settings and stages o

development.



Section 2Overview o the PrincipalClass Perormance and

Development Process

Alignment with whole-school planning

and review processes


Development Process is strongly aligned

with planning, at both the school and

individual level, to improve studentoutcomes.

The School Accountability and

Improvement Framework andthe School

Compliance Checklist are the main

planning and accountability processes

used at the school level.

The Principal Class and Sta

Perormance and Development

processes demonstrate accountability

at the individual level. The purpose is

twoold:

to document the role the individual

will play in achieving the schools key

improvement strategies

to describe the actions the individual

will take to address identifed areas

or proessional learning.

The system and schools can drive

improvement when they build groups o

people who ocus on the powerul work

o instructional practice and continuous

improvement. (Elmore, R. 2005)3

Schools where all sta work

collaboratively to build strong

alignment between school-level

planning and individual perormance

and development are better able to

improve student outcomes. Thereore,

Levels of school planning

SCHOOL LEVEL PLANNING

INDIVIDUAL PLANNING

Four Year School Strategic Plan Sets the Direction

Annual Implimentation Plan Operation of the Strategic Plan

Principal Class Performanceand Development Plan

Staff Performanceand Development Plan

School Policies Detailed Project Plan

Figure 4 Levels of school planning
http://www.education.vic.gov.au/management/schoolimprovement/accountability/default.htmhttp://www.education.vic.gov.au/management/schoolimprovement/accountability/default.htmhttp://www.education.vic.gov.au/management/schoolimprovement/accountability/default.htmhttp://www.education.vic.gov.au/management/schoolimprovement/accountability/default.htmhttps://www.eduweb.vic.gov.au/scc/Home.aspx?button=lnkHomehttps://www.eduweb.vic.gov.au/scc/Home.aspx?button=lnkHomehttps://www.eduweb.vic.gov.au/scc/Home.aspx?button=lnkHomehttps://www.eduweb.vic.gov.au/scc/Home.aspx?button=lnkHomehttp://www.education.vic.gov.au/management/schoolimprovement/accountability/default.htm



Principal Class and Sta Perormance

and Development processes need to

ocus on the schools key improvement

strategies and identiy the consequent

proessional growth and development

necessary to enable the successul

implementation and achievement

o goals, targets and milestones.

School level planning and individual

perormance and development planning

should be closely aligned and mutually

reinorcing (see Figure 4).

Alignment with Principal Contract

Renewal Process

The Principal Class Perormance

and Development Process is a core

component o the principal contractrenewal process. At the commencement

o a contract, the Designated Ofcer

will meet with the principal to set

expectations or the lie o the contract,

including advice on the specifc qualities

and capabilities they should ocus on

developing and the role they should

play in the region and network to which

they belong. These expectations will be

reected in the principals perormance

and development plan.

Together with the principal the

Designated Ofcers will design and

implement processes that support

improved Principal perormance and

development or the ull fve years o

the contract. They will develop an

agreed perormance plan that takes

account o the relevant school context

and the implications this has or

the Principals perormance targets.

Outcomes o the perormance anddevelopment cycles over the period

o the contract will be included in the

process o contract review.

Multiple sources of feedback

No single measure o perormance is

able to capture the complex nature o a

Principal Class Ofcers role. Thereore a

broad and balanced range o consistent

perormance measures are built into

the Principal Class Perormance and

Development Process. Multiple sources

o eedback are used in relation to both

school improvement and leadership

development.

Feedback on school improvement is

provided each year in the School Level

Report. The quantitative measures

detailed in the report combined

with school-based quantitative and

qualitative measures provide richdata on progress towards achieving

the goals, targets and achievement

milestones in the Schools Strategic

Plan and Annual Implementation Plan.

Individual eedback on the eectiveness

o leadership perormance can now

be enhanced through the Leadership

Framework. The Leadership Framework

defnes what eective leadership

looks like in practice at dierent

developmental and career stages. Itwill enhance the proessional learning

conversations between Designated

Ofcers and Principals; Principals and

their Assistant Principals; Principals

and their leadership teams and within

Collegiate Groups. It will inorm the

proessional learning section o the

Principal Class Perormance and

Development Plan. Principal Class

Ofcers are also able to undertake the

iLead 360-degree surveyand selectproessional learning opportunities

which are best suited to the domains and

capabilities being targeted.

Feedback on schoolimprovement is providedeach year in the SchoolLevel Report. The

quantitative measuresdetailed in the reportcombined with school-based quantitative andqualitative measuresprovide rich data onprogress towardsachieving the goals,targets and achievement

milestones in the SchoolsStrategic Plan and AnnualImplementation Plan.
http://ilead.education.vic.gov.au/login.phphttp://ilead.education.vic.gov.au/login.phphttp://ilead.education.vic.gov.au/login.php



Other sources o leadership eedback

available to Principal Class Ofcers are

described below.

Leadership Module

The Leadership Module is an optional

attachment to the Sta Opinion Surveywhich provides specifc eedback rom

all sta on a Principals or Campus

Principals leadership perormance. The

360-degree eedback in the Leadership

Framework provides a smaller but

more diverse perspective rom sta,

colleagues, school and community

members, and Designated Ofcers on

leadership in and beyond the school

context. The Leadership Module covers

most but not all o the capabilitiesdefned in the Leadership Framework.

Upwards appraisal

Principal Class Ofcers may initiate

and ormalise eedback rom sta and

peers on a regular basis regarding their

leadership in a particular domain or

capability or in relationship to some

specifc skill development. The online

http://iLead.education.vic.gov.au 360

Survey is a tool enabling school leaders

to be assessed by a variety o peopleincluding their manager, peers and

reporting sta.

Leadership programs

Principal Class Ofcers are encouraged

to use other relevant inormation on

their leadership eectiveness, such

as outcomes rom any leadership

programs.

When analysing and reecting on

eedback, Principal Class Ofcers

should:

interpret eedback within the

context o the school and its stage o

development

seek improvement over time rather

than perormance relative to

improvement by peers

seek improvement in relation to

the measures o perormance

most important or their schools

perormance and their leadership

development

use eedback to initiate discussions

which will provide insights into the

most relevant leadership issues.

Incorporating multiple sources o

eedback into the Principal Class

Perormance and Development Process

is also an important component o

strengthening the schools Perormance

and Development Culture, which has

the use o multiple sources o eedback

on teacher eectiveness as one o

its main elements. The expectation

is that Principal Class Ofcers will

act as role models or all teachers

by proactively seeking out multiplesources o eedback to develop a greater

understanding o their leadership

eectiveness.

Leaders should be doing, and should

be seen to be doing, that which they

expect or require others to do. Likewise,

leaders should expect to have their own

practice subjected to the same scrutiny

as they exercise towards others.4

Section 2

Overview (continued)



Quality relationships and interactions


Development Process recognises that

quality relationships and interactions

are essential sources o support or

Principal Class Ofcers i improvement

is to be realised and strategic objectives

achieved. The process includes a range

o recommended interactions and

sources o support.

The types o interactions used by

Principal Class Ofcers (ormal

meetings, email and telephone contact,

inormal conversations) will vary

according to the stage in the planning

cycle, as well as individual needs and

preerences. Interactions can includethe discussion o plan content and

timing. They can provide Principal Class

Ofcers with assistance in the analysis

and interpretation o data or with a

sounding board on issues. In addition,

such interactions can oer dierent

perspectives, debate, and a way to

share ideas and support when acing

challenging issues.

Interactions can be with the Designated

Ofcer or could include a combinationo critical riends and collegiate group

as well.

Designated Ofcer

The Regional Network Leader is the

Designated Ofcer or Principals. The

Principal is the Designated Ofcer

or Campus and Assistant Principals.

Designated Ofcers are responsible

or managing the Principal Class

Perormance and Development Process,

and providing appropriate support and

advice.

They are involved in the Beginning

and Annual Review meetings, and

are responsible or signing o the

Perormance and Development Plan.

Critical Friend

A Critical Friend is:

a trusted person who asks provocative

questions, provides data to be

examined through another lens, and

oers critiques o a persons work as

a riend.

A Critical Friend takes the time to ully

understand the context o the work

presented and the outcomes that the

person or group is working toward. Theriend is an advocate or the success o

that work.5

The role is astrategicone and provides

both support and challenge or Principal

Class Ofcers. A Critical Friend may be:

a mentor rom a program undertaken

or completed

a coach rom the Proessional

Coaching or Principals program

a colleague in a local school or similar

setting

a retired Principal Class Ofcer

the School Council President

a teacher

a leader rom another organisation or

business.

A Critical Friend may be involved in the

development o the Perormance and

Development Plan and provide regular

support and advice throughout the year.

A Principal Class Ofcer may also invite

a Critical Friend to attend the Beginning

and Annual Review meetings.

Support or selecting and working

eectively with a Critical Friend can be

ound in the Critical Friend Toolkit.

Collegiate Group

Collegiate Groups take many orms

but they are generally sel-nominated

and sel-directed groups o colleagues

prepared to attend regular meetings

and work together to provide supportand advice in relation to their schools

Strategic Plan, Annual Implementation

Plan and the Principal Class

Perormance and Development Plan.

The Collegiate Groups ocus is school

improvement and building leadership

capacity. Such a group is typically

involved in developing and monitoring

school improvement strategies and

targets and proessional learning

challenges and opportunities.

Support material or working eectively

with a Collegiate Group can be ound in

the Collegiate Group Toolkit. Collegiate

Group Case Studies present a diverse

range o groups and provide insight into

their operations and processes.



Professional learning

Eective proessional learning

requires Principal Class Ofcers

to have a sound knowledge and

awareness o themselves as learners

and a capacity to undertake activities

that will enhance knowledge, skills

and leadership behaviours across

all leadership domains: Technical,

Human, Educational, Symbolic

and Cultural. The Principal Class


incorporates regular dialogue and

quality conversations both within and

beyond the school environment as a

collaborative and supportive means

o promoting continuous proessional

learning. A range o eectiveproessional learning models can be

incorporated to suit the needs o the

individual and the school improvement

agenda. The Seven Principles o Highly

Eective Proessional Learning (see

Figure 5) provide a guide as to what

should be considered when planning

proessional learning activities.

Bastow Institute of Educational

Leadership

The Bastow Institute o Educational

Leadership provides a comprehensive

suite o high quality leadership

development programs and modules to

support the development o eective

leadership in government schools. Each

program and module is underpinned

by the Eective Schools Model and the

Leadership Framework.

Inormation about Bastow programs and

modules and how to apply can be ound

at: www.bastow.vic.edu.au.

Principal Class Ofcers are asked to

reect on their school improvement

strategies and their own proessionallearning needs, and to undertake

actions that will build on and urther

enhance their leadership skills and

behaviours. When planning proessional

learning actions it may also be helpul to

consider them as:

independent action undertaken

alone, such as proessional reading

supported action supported by a

coach, mentor or Critical Friend

collective action shared through

teams or Collegiate Groups

ormal programs provided by the

DEECD and other organisations.

When leaders engage in continuous

proessional learning it sends a very

powerul signal that a proessional

learning culture is an essential element

o an eective school.

Section 2




Highly Effective Professional Learning

Principles of Highly EffectiveProfessional Learning

1.Focused onstudent outcomes

2.Focused on and embeddedin practice

3.Informed by the best available researchon effective learning and teaching

4.Collaborative, involving reflectionand feedback

5.Evidence based and data driven to guideimprovement and to measure impact

7.An individual and collective responsibilityat all levels of the system

Highly Effective Professional LearningModels for Principal Class Officers

Collegiate Groups Action Research Project School Improvement Strategies Study Groups Case Discussions

Critical Friend

Mentoring

Coaching

Workshops / Seminars

Accredited Courses

Structured Professional Reading

Personal Professional Reading

School Visits

Peer Observation

6.Ongoing, supported and fully integratedinto the culture and operations of the system- schools, networks, regions and the centre

(adapted from Professional Learning in Effective Schools - The Seven Principles of Highly Effective Learning,

Department of Education and Training 2005)

Figure 5 Highly effective professional learning



Flexibility


Development Plan provides exibility

in three key areas: plan content, plan

timing, and the personnel involved in

the process.

The number o key improvement

strategies in the School Strategic Plan

and Annual Implementation Plan will

vary depending on school size and

context. The Principal Class Perormance

and Development Process requires

Principal Class Ofcers to narrow their

ocus to one or two strategies that are

closely linked to their proessional

learning ocus. It enables them to

nominate what is relevant, manageable

and achievable.


Development Plan can cover a period

o up to our years to accommodateindividual and school needs. Whatever

timerame is selected, an Annual Review

Meeting is conducted beore 3o April

each year.

Principal Class Ofcers can nominate the

types o interactions and the personnel

involved (the Designated Ofcer, a

Critical Friend, a Collegiate Group or

The Performance and Development Cycle

The Perormance and Development Cycle is summarised in the ollowing table.

Task Date

At the Annual Review Meeting the Principal Class Performance and Development

Plan and the implementation of the current Annual Implementation Plan are

discussed in light of progress towards achieving the School Strategic Plan.

Two-way feedback and comments are provided and the Principal Class

Performance and Development Plan is signed off.

A nal report will be prepared using a standard report format.

By 30 April 2011

At the Planning Cycle Meeting the content and exible aspects of the Principal

Class Performance and Development Plan are negotiated with the Designated

Ofcer who signs off on the plan.

May 2011

Regular professional interactions take place with the Designated Ofcer, a Critical

Friend, a Collegiate Group or a combination of any of the three to support the

implementation of the plan.

Ongoing

A Mid-cycle Self-Evaluation is independently or collaborative completed and

forwarded to the Designated Ofcer for sign off.

By 31 October 2011

Reection and broad planning processes. Term 4 2011 and Term 1 2012

Section 2




a combination o any o the three) in

the development, implementation

and monitoring o their Principal Class

Perormance and Development Plan. As

a minimum requirement, the Designated

Ofcer is involved in the Beginning and

Annual Review meetings. which can be

on a one-to-one basis or incorporated

in the Critical Friend/Collegiate Group

processes.

Annual Review Meeting

by 30 April 2011

The Annual Review Meeting

incorporating the End-o-cycle

Assessment or Principal Class Ofcers

must be completed beore 30 April

2011. The meeting may be conductedsolely with the Designated Ofcer or

collaboratively with the Designated

Ofcer, Critical Friend and/or Collegiate

Group. At the meeting, the Principal

Class Perormance and Development

Plan and the implementation o the

Annual Implementation Plan are

discussed in light o progress towards

achieving the School Strategic Plan.

The review and evaluation o past

perormance will naturally lead todiscussion about modifcations to the

existing plan or development o a new

plan; thereore Principal Class Ofcers

and Designated Ofcers may choose

to conduct the Annual Review and

Beginning-cycle meetings at the same

time.

Two-way eedback and comments

are provided and the Principal Class

Perormance and Development Plan is

signed o.

In conjunction with the end o cycle

perormance assessment process a

report will be prepared using a standard

report ormat. A copy o the report will

be provided on a confdential basis to

the Principal and a copy retained by

the Regional Director or consideration

in contract review and renewal

discussions.

Planning Cycle Meeting May 2011

This meeting can be conducted

solely with the Designated Ofcer or

collaboratively with the Designated

Ofcer, Critical Friend and/or Collegiate

Group.

At the meeting, the content and

timerame or the Principal Class

Perormance and Development Plan,

and the level o interaction with the

Designated Ofcer, Critical Friend or

Collegiate Group, should be discussed

and negotiated and the plan signed o.

Previous Principal Class Perormance

and Development plans, the frst

release o the School Level Report

data in February and the development

o the School Annual Report provideopportunities to analyse and reect

on progress in relation to the Schools

Strategic Plan. This, combined with

leadership data, will inorm the

development o the new Principal Class

Perormance and Development Plan or

modifcation to the existing plan.

Mid-cycle Self-evaluation

by 31 October 2011

The Mid-cycle Sel-evaluation must

be completed and orwarded to

the Designated Ofcer or sign o

by 31 October. The sel-evaluation

can be completed independently or

collaboratively with the Critical

Friend or Collegiate Group; or

ollowing a Mid-cycle meeting with

the Designated Ofcer.

The Mid-cycle Sel-Evaluation is used

to monitor ongoing progress against

school and proessional learning

achievement milestones and should

include relevant evidence.

Principal Class Ofcers may also

negotiate with the Designated Ofcer to

modiy their Principal Class Perormance

and Development Plan i circumstances

dictate. This may involve Principal Class

Ofcers changing school, or extenuating

school or personal circumstances.

Reection and broad planning

Term 4 2011 and Term 1 2012

A range o opinion data and some

student achievement data are

available during Term 4, which

inorms the schools Annual Report

and the development o the Annual

Implementation Plan. The Annual Reportoers a key opportunity or leaders

and schools to reect on the years

achievements and progress against the

School Strategic Plan. For Principal Class

Ofcers these school-level reection

and planning processes combined with

sel-evaluation o the proessional

learning aspect o the Principal Class

Perormance and Development Plan

provide a starting point or developing

or updating their next plan.



Responsibilities andaccountabilitiesPrincipals

Schedule B o a Principal Class Ofcers

Contract o Employment includes a role

and accountability statement whichoutlines a broad range o expectations

and responsibilities with which all

Principals must comply.

The Principal Class Perormance

and Development Process and

documentation do not attempt to

capture the fne detail o this complex

leadership position. However, the

core accountabilities are minimum

expectations and thereore a record o

satisactory compliance is incorporated

in the Principal Class Perormance

and Development Plan. Some

accountabilities may be specifcally

included in the Principal Class

Perormance and Development Plan i

it is determined that they are important

areas or proessional growth.

Principals are the Designated Ofcer or

Campus and Assistant Principals and

are responsible or implementing thePerormance and Development Process

or all sta in their school.

Campus and Assistant Principals

Campus and Assistant Principals play

signifcant leadership roles in their

schools. As Principal Class Ofcers. they

must meet the same broad expectations

as Principals.

Principals, Campus and Assistant

Principals typically work collaboratively

to develop and implement the schools

Annual Implementation Plan and may

ocus on dierent aspects or share

the same school improvement ocus

in their respective Principal Class

Perormance and Development plans.

The proessional learning aspect o

the plan will dier based on individual

areas o responsibility and proessionallearning needs.

Regional Director

The Regional Director is ultimately

responsible or a Principals

Perormance and Development Process.

Designated Ofcer

The Designated Ofcer is responsible or

providing regular eedback and support

to help Principal Class Ofcers enhance

their leadership capacity in order toimprove their school perormance.

Designated Ofcers use multiple

sources o eedback, have a good

understanding o the specifc school

context, and have regular ormal and

inormal interactions with their assigned

Principal Class Ofcers.

Section 2




School improvement focus

The school improvement ocus

sections o the plan reect the

Principal Class Ofcers essential role

in school improvement in their school.

Perormance relates to both school and

individual accountability or progress

in achieving the goals, targets and

achievement milestones detailed in the

Strategic Plan.

This element o the Principal Class

Perormance and Development Plan

is captured in a schools Strategic

Plan and Annual Implementation Plan

and thereore does not need to be

duplicated. Both documents should

be attached to the completed Principal


Plan. Every school is expected to have

an Annual Implementation Plan (AIP).

Section 3

Developing a plan

The School Improvement Focus section is summarised in the ollowing table.

School Improvement Focus 1 2011/12 cycle Attach a copy of your School

Strategic Plan and Annual Implementation Plan (AIP)

Select a Key Improvement Strategy/Signifcant Project where you will have a

hands-on leadership role and which will orm the basis or the Proessional

Learning Focus. Highlight your selection directly onto your AIP or alternatively

provide the details below. Also list additional actions which indicate your

specifc involvement.

1 Key Improvement Strategy/Signifcant Project (Describe the key improvement

strategy/signifcant project and any links to regional or system priorities)

Actions (Whole school and individual leadership actions)

Achievement Milestones (Changes in practice behaviour)



In a small school, the Principal may lead

all aspects o the Strategic Plan but in

larger schools the Assistant Principal

and other school leaders may have

signifcant responsibility or specifc

aspects o the plan. In either case, it is

important that Principal Class Ofcers

apply a strategic lens to the selection

o the one or two key improvement

strategies or signifcant projects in

which they will be actively involved. It is

enhanced leadership rom the Principal

Class Ofcer that will provide the

greatest leverage or improvement.

Inormation, such as school

achievement, opinion survey and

leadership data, should also inormthe selection o the most relevant key

improvement strategies or signifcant

projects. Emerging departmental or

legislative priorities that require schools

to implement new initiatives may

not have been identifed through the

school based planning processes, or

example Ultranet implementation. These

emerging priorities should be linked to

key improvement strategies and can be

included in this section o the plan.

Principal Class Ofcers can highlight

the selected key improvement strategy

directly on their AIP or alternatively

provide details in the boxes provided.

They also need to list additional actions

which indicate their specifc involvement

in the key improvement strategy or

signifcant project.

Professional learning focus

The development aspect o the Principal


Process reects the belie that school

improvement can be achieved by

building individual and collective

leadership capacity.

The proessional learning ocus

relates to the leadership required to

successully implement the school

improvement ocus nominated in

the previous section o the plan. For

example leaders may identiy the

need to develop skills to acilitate

implementation o the Ultranet,

knowledge to lead e5 discussions to

improve teacher practice, knowledgeand skills to lead the schools literacy or

numeracy strategy.

The school context and the key

improvement strategies nominated

may require signifcant or increased

leadership in one or more o the

leadership domains.

It is also necessary to reect

on leadership experiences and

opportunities and to considerleadership data which can indicate

areas o strength and opportunities

or improvement.

Section 3

Developing a plan (continued)



The Proessional Learning Focus section is summarised in the table ollowing.

Professional Learning Focus 1 2011/12 Cycle

Indicate the Proessional Learning required to enhance your leadership skills and support the successul

implementation o the above initiative.

1 What will I do? Insert the relevant domains, capabilities or profle statementsrom the Developmental Learning

Framework or School Leadersthat describe the leadership you need to highlight, develop or improve in relation to

the above initiative. Include specifc skills, knowledge and behaviours.

How will I do this? What proessional learning actions

will I undertake to build my own capacity in this area?

Reer to Proessional Learning in Eective Schools and

www.bastow.vic.edu.au

What evidence will I use to measure my progress?

What data and achievement milestones (changes in practice

and behaviours) will I use to monitor my leadership growth

and development? Reer to Summary o Feedback Sources

Year 1 Year 1

Year 2 Year 2

Year 3 Year 3

Year 4 Year 4

When establishing the proessional

learning oci Principal Class Ofcers

should reer to:

previous Principal Class Perormance

and Development plans, and

recommendations or uture action

leadership eedback as per the

Leadership Framework matrix, sel-

assessment and iLead 360-degree

survey

student, parent and sta opinion data

(particularly the Leadership Module)

360-degree eedback and inormation

rom any leadership programs

undertaken in recent years.

What will I do?:

Principal Class Ofcers use the

Leadership Framework to nominate the

ocus or their proessional learning.

They insert the applicable domains,

capabilities or profle statements that

they wish to develop or improve. They

also incorporate specifc skills and

knowledge to acquire and behaviours

to develop in order to make leadership

development clear, relevant and

achievable.

How will I do this?:

Principal Class Ofcers indicate the

proessional learning actions needed to

build their capacity (reer to Proessional

Learning in Eective Schools andBastow Institute or examples). They

should go beyond increasing their

knowledge base and demonstrate a

commitment to and engagement in

proessional development and growth

that will enhance their leadership

capabilities.

For annual assessment purposes,Principal Class Ofcers need only

to complete Year 1 o this section.

They can, however, elect to plan their

proessional learning over an extended

timerame to accommodate signifcant

leadership development or to align their

proessional learning to the timelines

associated with the school strategic

plan. Principals may choose to develop

a plan to meet the expectations,

identifed with the Designated Ofcer,over the lie o their contract.



What evidence will I use to measure

my progress?:

Principal Class Ofcers indicate what

evidence they will use to monitor

their growth and development.

They should incorporate data and

achievement milestones (reer to SchoolImprovement Focus).

The individual professional

learning focus

The individual proessional learning

ocus section o the plan provides the

opportunity or Principal Class Ofcers

to incorporate proessional learning that

does not directly relate to the school

improvement processes but contributes

to overall leadership eectiveness. Thismay include:

career development opportunities,

or example Designated Ofcer or

Principal positions or secondments to

regional and central ofces

new roles and responsibilities, or

example as a member o the Network

Executive

maintenance or improvement opersonal health and wellbeing, or

example stress management

cooperative learning and action

research as part o a Collegiate Group

responding to sta opinion survey and

leadership eedback

urther study

high priority items in order to achievecompliance.

Section 3

Developing a plan (continued)

Plan checklistBefore nalising and submitting

their plan Principal Class Ofcers

ensure that:

They have a hands-on role in theleadership o the nominated key


The proessional learning ocus

is directly related to their key


They have included health and

wellbeing goals and career

development goals i appropriate/

relevant

They have used a broad range o

tools and data to determine their

proessional learning needs

Their learning actions are specifc

and related to developing their

own leadership capacity

Their achievement milestones

measure improvement in relation

to their leadership eectiveness

and not simply attendance at

workshops and seminars


21/2418

Section 4Implementing the plan

and monitoring progress

Guidelines or Principal Class Perormance and Development 2011

Engagement and support

To ensure that the Principal Class

Perormance and Development Plan is

a useul document that contributes to

school improvement and leadership

eectiveness, the plan needs to be

reviewed and monitored on a regular

basis. This can occur on many levels and

in a range o ways.

Collaboratively developing and

regularly monitoring perormance and

development plans with the leadership

team or across the school ensures

strong alignment with individual and

school planning. It assists in building

a culture o collective responsibility or

continuous improvement.

Collegiate Groups provide support or

school improvement through the sharing

o knowledge and expertise.

Quality conversations that challenge

and stretch perceptions and thinking

help to build collective capacity and

improved outcomes.

Self-evaluation

A written sel-evaluation is expected

to be completed and orwarded tothe Designated Ofcer by 31 October

or sign o. At the request o the

Designated Ofcer or Principal Class

Ofcer a mid-cycle meeting may

complement the sel-evaluation.

Evidence and documentation

The core evidence and documentation

that inorms the Principal Class

Perormance and Development Plan are:

School Level Report

Strategic Plan

Annual Implementation Plan

Annual Report

Network Strategic Plan/

Annual Implementation Plan

Principal Class Ofcers are also

encouraged to include school-based

outcomes data and leadership data.

Performance and Development

Process outcomes

A satisactory Principal Class


outcome is based on three elements

progress towards achieving the schools

strategic plan, commitment to and

engagement in proessional growth and

development, and adherence to the core

roles and accountabilities set out in the

contract o employment.

I the outcome or a Principal Class

Ofcer is considered unsatisactory, the

unsatisactory perormance procedures

should be implemented. These can be

accessed at: http://www.education.vic.

gov.au/hrweb/workm/perorm/conduct.

htm. The unsatisactory perormance

procedures are designed to support

Principal Class Ofcers in raising their

perormance to the required standard.It is the Departments responsibility to

provide appropriate and timely support,

and opportunities or the Principal Class

Ofcer to demonstrate improvement.

A Principal Class Ofcer who does

not agree with a Perormance and

Development Process outcome may

lodge a personal grievance.

Inormation on grievance procedures

can be obtained rom the Merit

Protection Board Website atwww.mpb.

vic.gov.au
http://www.education.vic.gov.au/hrweb/workm/perform/conduct.htmhttp://www.education.vic.gov.au/hrweb/workm/perform/conduct.htmhttp://www.education.vic.gov.au/hrweb/workm/perform/conduct.htmhttp://www.education.vic.gov.au/hrweb/workm/perform/conduct.htmhttp://www.education.vic.gov.au/hrweb/workm/perform/conduct.htmhttp://www.mpb.vic.gov.au/http://www.mpb.vic.gov.au/http://www.mpb.vic.gov.au/http://www.mpb.vic.gov.au/http://www.mpb.vic.gov.au/http://www.education.vic.gov.au/hrweb/workm/perform/conduct.htm



Online support

A website has been established where

all the documentation and support

material associated with the Principal


Process can be accessed. I there are

difculties accessing this site pleasecontact Efe Kene by telephone 03

9651 4481 or by email at kene.efe.e@

edumail.vic.gov.au

Documentation

The ollowing documentation can be

accessed via the website.

Portrait plan proormas or Principals

and Campus and Assistant Principals

Summary o Feedback Sources

related to leadership eectiveness

Proessional Reading Reerence List

- a list o recommended texts and

articles and related DEECD resources

Critical Friend Toolkit - inormation

and support materials or working

with a Critical Friend

Collegiate Group Toolkit - inormation

and support materials or working as

a Collegiate Group

Effective Schools Model

http://www.education.vic.gov.au/

studentlearning/teachingresources/

english/improvstudlit.htm

Professional Learning in Effective

Schools The Seven Principles ofHighly Effective Professional Learning

http://www.eduweb.vic.

gov.au/edulibrary/public/

stadev/teacher/induction/

ProLearningInEectiveSchools.pd

School Accountability and

Improvement Framework

http://www.education.vic.gov.au/

management/schoolimprovement/

accountability/deault.htm

Bastow Institute Programs

www.bastow-vic.edu.au

The Developmental Learning

Framework for School Leaders

http://www.eduweb.vic.gov.au/

edulibrary/public/teachlearn/

leader/developmental_learning_

ramework_20070418.pd

ilead 360 Survey

e5 Instructional Model

Section 5Further support

and inormation
http://www.education.vic.gov.au/studentlearning/teachingresources/english/improvstudlit.htmhttp://www.education.vic.gov.au/studentlearning/teachingresources/english/improvstudlit.htmhttp://www.education.vic.gov.au/studentlearning/teachingresources/english/improvstudlit.htmhttp://www.eduweb.vic.gov.au/edulibrary/public/staffdev/teacher/induction/ProfLearningInEffectiveSchools.pdfhttp://www.eduweb.vic.gov.au/edulibrary/public/staffdev/teacher/induction/ProfLearningInEffectiveSchools.pdfhttp://www.eduweb.vic.gov.au/edulibrary/public/staffdev/teacher/induction/ProfLearningInEffectiveSchools.pdfhttp://www.eduweb.vic.gov.au/edulibrary/public/staffdev/teacher/induction/ProfLearningInEffectiveSchools.pdfhttp://www.education.vic.gov.au/management/schoolimprovement/accountability/default.htmhttp://www.education.vic.gov.au/management/schoolimprovement/accountability/default.htmhttp://www.education.vic.gov.au/management/schoolimprovement/accountability/default.htmhttp://ilead.education.vic.gov.au/login.phphttp://www.education.vic.gov.au/proflearning/e5/http://www.education.vic.gov.au/proflearning/e5/http://www.education.vic.gov.au/proflearning/e5/http://www.education.vic.gov.au/management/schoolimprovement/accountability/default.htmhttp://www.eduweb.vic.gov.au/edulibrary/public/staffdev/teacher/induction/ProfLearningInEffectiveSchools.pdfhttp://www.education.vic.gov.au/proflearning/e5/http://ilead.education.vic.gov.au/login.phphttp://www.education.vic.gov.au/studentlearning/teachingresources/english/improvstudlit.htm



Endnotes1 The Department o Education &

Training became the Department o

Education in December 2006 and the

Department or Education became the

Department o Education and

Early Childhood Development inSeptember 2007.

2 Zbar, V. (2003). Teaching Workorce

Models and Trends: Literature

Review. Paper commissioned by

the Ofce o School Education,

Department o Education & Training.

3 Elmore, R. (2005). Video interview

on school improvement and Principal

Class Perormance and Development,

Department o Education & Training.

4 Elmore, R. (2000). Building a NewStructure or School Leadership.

The Albert Shanker Institute,

Washington, DC.

5 Costa, A. & Kallick, B. (1993).

Through the Lens o a Critical Friend.

Educational Leadership, 51(2), 4951.


24/24

Further inormation

Raylene Dodds

Telephone: 03 9637 2005

Email: [email protected]

Sally McCutcheon

Telephone: 03 9637 3762

Email: [email protected]

principal plan guide

Documents