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APAPDC School Leadership Frame

APAPDC School Leadership Frame. An Aboriginal Focus Remote School scenarios. The Five Leadership Propositions. Leadership starts from within Leadership is about influencing others Leadership develops a rich learning environment Leadership builds professionalism and management capability

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APAPDC School Leadership Frame

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  1. APAPDCSchool Leadership Frame An Aboriginal Focus Remote School scenarios

  2. The Five Leadership Propositions • Leadership starts from within • Leadership is about influencing others • Leadership develops a rich learning environment • Leadership builds professionalism and management capability • Leadership inspires leadership actions and aspirations in others

  3. Proposition 1 • Leadership starts from within Leaders committed to Aboriginal perspectives : • Value and acknowledge Aboriginal culture • Have a strong commitment to improving outcomes for Aboriginal students • Continue to explore their own feelings about racism, social justice and equity

  4. Proposition 2 • Leadership is about influencing others Leaders committed to Aboriginal perspectives : • Listen to and act on Aboriginal community input • Build quality relationships within the school community • Ensure that Aboriginal education is the responsibility of all school staff

  5. Proposition 3 • Leadership develops a rich learning environment Leaders committed to Aboriginal perspectives • Actively promote contact between Aboriginal and non-Aboriginal staff and students • Employ Aboriginal staff in a range of responsibilities across the school • Encourage the development of a whole school curriculum that includes Aboriginal perspectives

  6. Proposition 4 • Leadership builds professionalism and management capability Leaders committed to Aboriginal perspectives: • Are vigilant in keeping up with current Aboriginal education trends, issues and plans • Encourage all staff to set performance goals and targets for personal growth • Ensure the schools management is underpinned by values of social justice, equity and quality relationships

  7. Proposition 5 • Leadership inspires leadership actions and aspirations in others Leaders committed to Aboriginal perspectives : • Invite Aboriginal community role models into the school to motivate and challenge • Value and celebrate all staff achievement in the area of Aboriginal Education • Provide opportunities for all staff to increase their knowledge

  8. Workshop Discussion Starters • The following scenarios are based on elements of the five leadership propositions of the APAPDC L5 Frame. • They make a good starting point for discussion of the issues involved.

  9. Remote Scenario 1 Relates to Proposition 4 :Leadership builds professionalism and management capability You have been appointed Principal of a one-teacher school, 400km from the nearest regional centre. The week before you are due to take up your position at the school heavy rain begins. All roads to the school are blocked. The last time it rained no one got into the community for a month. • What are the implications for students and community? • How would you handle the situation? • Who do you need to contact?

  10. Remote Scenario 2 Relates to Propositions 1,2 and 4 The school ‘troopie’ is not required over the weekend. A staff member asks to borrow it to go to town for some much-needed R & R. This request is strictly against your sector’s guidelines. • What is your response? • What are the implications of your response to the teacher, their colleagues, the community and your status? The next week an Elder of the local Aboriginal community asks to borrow the ‘troopie’ because his family wants to attend a funeral in the next community and his vehicle has broken down. • What is your response this time? • What are the implications of your response to the Elder, your school colleagues, the community and your status?

  11. Remote Scenario 3 Relates to propositions 1,2,3,4 and 5 Your two-teacher remote school is functioning reasonably well. The senior primary class you teach has good attendance, improving learning outcomes and some strong parent involvement. However, the other teacher’s class is poorly attended, has many issues with unengaged students and no parental involvement. The community has become vocal in their displeasure with the teacher. • How would you respond to community concerns? • As a teaching Principal in a two teacher school, how do you broach this with your colleague? How do you implement an improvement program? • What are the implications of this? • How do you convince the community that things will improve?

  12. Remote Scenario 4 Relates to Propositions 1 and 2 You are a female teacher with five years teaching experience in Alice Springs. You have won the position as Principal of a three teacher remote school with a large Aboriginal population. The previous Principals have all been male and the school has a proud AFL history. During the first week at a community meeting a motion is passed that the school needs a male Principal. • How do you respond? • Does this response change if the community threatens to (or does) stop students attending? • Who would you seek out as a support person through this issue?

  13. Remote Scenario 5 Relates to Propositions 1,3 and 4 You have begun your principalship in a remote Aboriginal community school. You are full of ideas for strategic plans, quality teaching initiatives and experiential learning. However you soon discover that discipline is non-existent, students are violent towards each other, harass staff and are damaging school equipment. • How are you going to address these issues? • What happens to your plans for the school? • Who do you consult with?

  14. Remote Scenario 6 Relates to Propositions 1,2,4 and 5 It is time for state/territory-based benchmark testing but a teacher and your two IEWs come to you and say that the testing materials are inappropriate. They point out a comprehension question that mentions snow, and a numeracy exercise set in a shopping mall. Staff are angry and don’t want the test administered. They want you to make a stand. • What are your feelings on the issue? • How do you respond to your staff? • What actions do you take to support children if/when the test is taken and the results returned?

  15. Remote Scenario 7 Relates to Propositions 1 and 4 You are the principal of a two teacher remote school with a large Aboriginal population. During the footy season, almost all of the children from your school travel to another community for a two-week period. • How do you deal with this as a Principal? • How do you cater for the children’s educational continuity ? At a different stage of the season most kids from a neighboring community are in your community for a fortnight, and your school population doubles. • How do you deal with this?

  16. Remote Scenario 8 Relates to proposition 2,4 and 5 The other teaching staff member at your remote school is 7 years older then you. She has leadership aspirations and some potential ability. She constantly applies for PD activities across the whole spectrum of leadership, curriculum and pedagogy. You feel that this is largely because she wants to be out of the school and in town. When you point out that she is needed in the classroom as much as possible she accuses you of blocking her way. • How do you respond to this situation? • How do you provide a professional development pathway for the teacher? • How do you maintain the working relationship with your colleague in this potentially hostile environment?

  17. Remote Scenario 9 Relates to propositions 1 and 4 A male student asks to sleep on the front verandah of a male teacher’s house. He doesn’t ask to come in, but says he needs to be there for safety. The teacher asks your advice. • What are the possible student circumstances that have created this issue? • What do you say to the teacher? • How do you deal with the student issues? • What community issues could arise from your decisions?

  18. Remote Scenario 10 Relates to propositions 1,2,4 and 5. After six months hard work, members of the local community are starting to support your school through ensuring children’s attendance and helping with school projects. During one school day there is a break-in at a teacher’s house and a small sum of money is stolen. There are no local police or local based welfare agencies. • Knowing that it could injure your good developing relationship, do you raise the issue with the community? • How would you do this? • How do you deal with staff feelings of violation and loss?

  19. Remote Scenario 11 Related to propositions 1 and 4 You are the Principal of a remote school. During a parent interview a tense situation develops. The parent, who appears to be extremely agitated and possibly under the influence of alcohol and/or other drugs, makes a physical threat against you. • How do you de-escalate the situation? • If available do you call the Police? • If Police are not available how do you act? • What supports are available to you?

  20. Remote Scenario 12 Relates to proposition 1,4 and 5. At your remote school you have been using a heavy hammer to put in temporary posts for a sports event. One teenage student grabs the hammer and assaults a fellow student. You can successfully exclude the aggressor from your school, but he continues to live in the same community with ready access to the school grounds. • What sort of plan do you put in place to ensure the safety of students, staff and yourself? • What are the implications for the community over your actions? • What support agencies could be involved in this issue?

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