Leadership for Learning Frameworks Report
Identifying, developing and sustaining high quality school leadership is crucial for lifting the performance of education systems.
At the core, school principals need the capabilities to lead positive and sustained improvements in teaching that can impact on student learning and life trajectories.
The NSW Department of Education’s School Leadership Institute is committed to investing in ‘leadership for learning’ capabilities at all levels of the system. In 2018, it commissioned the Aspiring Principals Leadership Program, the first of a series of leadership programs to be sponsored by the Institute.
The APLP has been co-designed by University of Wollongong academic staff and members of the SLI team to meet the needs of NSW public school principals. It is based on strong international evidence and experience about effective school leadership and contextualised for the specific NSW context and education policy frameworks.
Access to the program is highly selective, requiring prospective participants to provide written and digital evidence of their suitability for more senior leadership roles. The first cohort of participants completed the program in March 2020, and a further three cohorts have begun or been selected for successive programs.
This report reflects on a key aspect of the APLP, the conceptualisation and design of the three leadership frameworks co-designed and utilised in the program. It describes three substantive outcomes of the design process:
The Leadership for Learning Analysis (L4LA), which provides 360° feedback on five key capabilities required to lead effectively in NSW public schools;
The Leadership for Inquiry and Innovation framework (L4I&I), which articulates the key stages actions and guiding questions underpinning participants’ leadership inquiries; and
The six Leadership Mindsets, ways of thinking that participants are encouraged to use as they frame their approaches to school leadership.
The report explores the principles underpinning these three frameworks and identifies some opportunities to understand and evaluate the impact of these frameworks in practice.
The full report can be accessed via the link below.