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TCEO Leadership Framework

TCEO Leadership Framework. Origins. TCEO Leadership Framework - Origins. Lutherans wanted a framework to assess leadership potential as were getting short of leaders/principals 100+ Lutheran schools in Australia - some very elitist schools and some very poor schools

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TCEO Leadership Framework

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  1. TCEO Leadership Framework Origins

  2. TCEO Leadership Framework - Origins • Lutherans wanted a framework to assess leadership potential as were getting short of leaders/principals • 100+ Lutheran schools in Australia - some very elitist schools and some very poor schools • ACU won tender (Gayle Spry, Patrick Duignan) • Developed general cornerstones/dimensions of framework {Religion (Faith and Mission), Human, Educational, Strategic} • Lutheran hierarchy asked potential leaders to complete profiles of themselves by reflecting on the framework – some were 100 pages

  3. TCEO Leadership Framework - Origins • 250 applied and had to sit a three hour exam setting out how their leadership would fit in with the framework • Lutheran hierarchy reviewed the profiles and identified areas of strength and/or development for each, e.g. financials, governance, experience, formal study • Some were Catholics • Both formal and informal opportunities for leadership were identified • Across 18 months 40 of those who submitted profiles were placed in senior admin roles

  4. TCEO Leadership Framework - Origins • 3 years later redid the Lutheran framework • In 2003 QCEC contracted Spry and Duignan to develop framework for Qld Catholic schools • Framework became available in 2004 • Adapted to own contexts by Brisbane Catholic Education and Edmund Rice in 2005 • 2006/7 Townsville Catholic Education adapted QCEC framework to own • 2008 Parent leadership in Lismore • 2008/9 Marist Brothers Leadership • Many other Catholic education authorities in Australia

  5. TCEO Leadership Framework - Origins • Need to thoughtfully use the framework – Spry likened it to a hammer – constructive or destructive • Needs to be a dynamic framework • Professional goals and appraisal • Annual School Development Plans • School Strategic Plans (5 year horizons) • Aspirant leaders • Needs to be used in the spirit of the activist professional – not something ‘done unto me’ but a ‘life-giving professional framework for performance, reflection and development’ • A framework whereby a leader in a Tvl diocesan school can use to reflect on performance and identify strengths and areas for development • The Catholic school as a ministry of the Catholic church (Reading 18)

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