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STRATEGIES FOR SUCCESSFUL PRIMARY SUCCESSION

STRATEGIES FOR SUCCESSFUL PRIMARY SUCCESSION. Jim Cooper President NSW Primary Principals Association. The Succession Challenge – ACEL Macquarie University, July 27, 2011. SETTING THE CONTEXT . . . .

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STRATEGIES FOR SUCCESSFUL PRIMARY SUCCESSION

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  1. STRATEGIES FOR SUCCESSFUL PRIMARY SUCCESSION Jim Cooper President NSW Primary Principals Association The Succession Challenge – ACEL Macquarie University, July 27, 2011

  2. SETTING THE CONTEXT . . . . • The Role of the Principal according to Australian Institute for Teaching and School Leadership (AITSL) • The train that’s headed our way • Leading Learner or Manager – the ideal/ the reality • The State of Play in NSW

  3. AITSL The Crucial Role of the Principal • The role of the principal of a school in the twenty first century is one of the most exciting and significant undertaken by any person in our society. • Principals help to create the future. • Principals are responsible and accountable for the development of children and young people so that they can become ‘successful learners, confident creative individuals and active informed citizens’

  4. AITSL The Crucial Role of the Principal • Principals believe in ‘the power of education to make a difference to the lives of individuals and to society’ now and in the future. • Principals are the leading educational professionals in the school. They inspire students, staff and members of the community to continuously enhance the learning of all.

  5. AITSL The Crucial Role of the Principal • Principals network and collaborate with a wide range of people to secure the best possible learning outcomes and wellbeing of all students. • Principals are skilled at establishing and maintaining professional relationships and structures.

  6. Excellence in school leadership

  7. The Train approacheth . . . • Devolution, empowerment, autonomy . . . • Principals should be solely in charge of their school, with the power to do as they see fit; in the unique circumstances that arise; determining how resources should be used; chasing up their own staffing; setting their priorities; determining how their schools speaks to and relates to its community; a school sailing on its own sea with its own captain (Denis Fitzgerald Vice Pres. TFed)

  8. AITSL NIRVANA . . . MAYBE NOT LEADING AND MANAGING THE SCHOOL – NSW DEC Key accountabilities for Principals The principal is accountable for: • An annual budget and annual school financial statement • Plans to maximise the operation of the school within available physical and financial resources • Appropriate application of existing resources to identified areas of need including school buildings and grounds • Financial management practices which meet Departmental and legislative requirements • Identifying occupational health and safety issues • Maintaining appropriate records in accordance with Audit requirements.

  9. THE STATE OF PLAY IN NSW A few facts and figures: • As of March 2011 - 36% of our Primary Principals will reach retirement age in the next three years (based on 55 yrs for females and 60 yrs for males) • As of June 30, 2010 – 52.6% of Primary Principals are females and (naturally) 47.4% are males • The average number of applicants for Principals across the ten regions in 09/10 ranges from 5 to 13. • The state average number of applicants was 9.

  10. What are we doing for the Aspirants . . . • The Professional Learning and Leadership Development Directorate. • Individual Principals identifying aspirants and supporting at a school level. • Regional initiatives through School Education Directors and School Education Groups.

  11. What are we doing for the aspirants . . . The Professional Learning and Leadership Development Directorate offers a variety of key programs such as: • Executive induction • Executive Leadership Development • Principal/ Deputy Principal induction • Principal Preparation There are also over one hundred specific skill development programs for all school leaders. Examples include: • Developing your leadership capabilities • Leading change in schools • Expert decision making • Leading quality professional learning

  12. now it’s your turn . . . 1. What traits would you look for when trying to identify an aspiring leader on your staff? 2. What role should the DEC play in identifying aspiring leaders? 3. Things are looking good, you’ve found one and you tell them they have many of the traits you’ve just discussed. 4. What part, as their Principal, do you play next? 5. What role should the DEC play in developing their leadership skills? 6. What’s their level of responsibility in developing their leadership skills? 7. Should the NSWPPA have an active role in this process?

  13. WHO HELPS AND HOW Current Leadership programs are aligned to: • NSW DEC School Leadership Framework • NSW DEC Leading and Managing the School • NSW Institute of Teachers and Professional Teaching Standards • AITSL National Professional Standard for Principals

  14. WHO HELPS AND HOW Leadership programs may include such initiatives as: • attendance at courses • online learning toolkits and learning modules • shadowing • mentoring • coaching

  15. Coaching and mentoring A couple of definitions (Growth Coaching International): Mentoring – based on an expert – novice relationship and the giving of advice and information by the mentor to the mentee. Coaching – asking the right questions and believing that the ownership of an the solutions to the clients goals are within the client. The successful coach has the highly developed capacity to help the client achieve those personal goals.

  16. Coaching and mentoring currency Your turn again. . . 1. Based on the definitions provided i.e. expert-novice Who should be a mentor for an aspiring leader? 2. Is there a currency issue in a mentor/ mentee scenario if a retiree is used? 3. Who could be a coach? 4. Is there a place for a coach working with an aspiring leader or is it more appropriate to work with a Principal? 5. Is there a currency issue for a coach?

  17. In summary . . . According to Dean Fink, we have a number of challenges to address: ‘Ensuring the right person is in the right place, at the right time and for the right reasons.’ And in the case of our ‘millennials’ . . . ‘The succession challenge is to rethink our notions of leadership and of leadership development designed “for another time” to invite, prepare and sustain newer generations to assume the mantle of educational leadership.’ Today I have planted the seed . . Let’s ensure that we provide and apply the nutrients that will guarantee a bumper crop.

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