CATHOLIC EDUCATION LEADERSHIP PROGRAMS

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1 CATHOLIC EDUCATION LEADERSHIP PROGRAMS 2013

2 Developing Our Leaders Leadership in Western Australian Catholic education is a challenging affair. If we are to build a system where people flourish, we are called to move beyond the stewardship of resources toward a different form of leadership. This call asks leaders to be relational, to connect with and inspire students, their parents, staff and members of the broader community to work together for the vision of Catholic Education. Essential in this process is the willingness of leaders to engage in collaborative conversations with the dual aims of building a culture of trust and continuous improvement. Trust is built on a foundation of honesty where leaders are not only aware of their strengths but actively identify and work on areas of challenge through a solutions-focused mindset. Trust-orientated leaders understand the importance of making mistakes, learning from them and changing behaviour. The nine Catholic Education leadership programs detailed in this booklet are designed to cultivate these leadership aspirations and represent a professional learning structure that supports leaders at every career stage. Each program is aligned to key documents including the Mandate ( ), the Leadership Framework, the Quality Catholic Schooling Framework and the Australian Institute for Teaching and School Leadership National Professional Standards. I encourage you to participate in these leadership programs whilst identifying and growing potential leaders in your midst. Encourage your staff to apply for and participate in leadership programs best suited to their needs. I would like to take this opportunity to thank you for the investment of time, passion and expertise into the communities that make your school the unique and successful place of learning it is. In the soil of enlightened leadership, I know that our schools will thrive for the benefit of our students and the families we serve. Tim McDonald Director of Catholic Education in Western Australia

3 TABLE OF CONTENTS CATHOLIC EDUCATION LEADERSHIP PROGRAMS The Frontline Services Program... 5 The Early Career Teachers Program... 9 The Emerging Leaders Program The Beginning Leaders Program The Established Leaders Program The Aspiring Principals Program The Beginning Principals Program The Established Principals Program The Experienced Principals Program LEADERSHIP ENRICHMENT COURSES The Leadership Framework and AITSL National Professional Standard for Principals Leadership Enrichment Courses: Catholic Identity Catholic spirituality for educational leaders Catholic spirituality for educational leaders Caring for Gay, Lesbian, Bisexual, Transgender and Intersex (GLBTI) students Teacher conscience: Dealing with manner of life issues in Catholic schools The year of faith: Reflecting on Vatican II Leadership as reflective practice Leadership Enrichment Courses: Community AITSL professional practice: Engaging and working with the community The leadership conversation series: Developing professional community Leadership conversation one: Craters on the landscape of trust Leadership conversation two: Escaping the self-delusion trap Leadership conversation three: Why all the fuss about organisational health? Leadership conversation four: Leading with humility Staying ahead of the adolescent curve: Caring for our kids... 64

4 Leadership Enrichment Courses: Education AITSL professional practice: Leading teaching and learning Bridging the digital divide: Helping hard-working teachers fast-track their digital competencies World class learners: Educating creative and entrepreneurial students Dancing with the 21st Century learner: Leading contemporary pedagogy and student learning Leadership Enrichment Courses: Stewardship AITSL professional practice: Developing self and others The journey worth taking is the one within: Developing self and others AITSL professional practice: Leading the management of the school Your desk is a dangerous place from which to view the world: Leading the management of the school Leadership Enrichment Courses: Quality Catholic Schooling (QCS) AITSL professional practice: Leading improvement, innovation and change You won t scale a mountain by pointing at the summit: Overcoming barriers to success when leading improvement, innovation and change QCS support workshop: Catholic Identity QCS support workshop: Community QCS support workshop: Education QCS support workshop: Stewardship QCS component reviews 2014: Planning support workshop Leading improvement, innovation and change: The global school improvement movement and the Finnish experience Leading improvement, innovation and change: Performance beyond expectations... 95

5 CATHOLIC EDUCATION LEADERSHIP PROGRAMS Catholic Education leadership programs seek to develop the leadership capabilities of Catholic school and Catholic Education Office of Western Australia (CEOWA) participants at all career stages from graduate teachers through to experienced principals. Leadership programs are designed to fulfil the vision of the Bishops of Western Australia and use the Mandate ( ) as a primary source document. Leadership program content and activities are mapped to the Australian Institute for Teaching and School Leadership (AITSL) National Professional Standards for Teachers/Principals, are based on the domains of the Leadership Framework for Catholic Schools in Western Australia (Catholic Identity, Community, Education and Stewardship) and the components of the Quality Catholic Schooling (QCS) self review and improvement framework. The four domains of the Leadership Framework represent the significant action areas of Western Australian Catholic school leaders when promoting the educational mission of the Catholic Church and describe all activity that occurs within Catholic schools. 1 1

6 CATHOLIC EDUCATION LEADERSHIP PROGRAMS Year 3 Principals Concluding 1-Day Workshop Entry Point Potential Pathway The Experienced Principals Program Year 2 Principals 2-Day Workshop Compulsory Program The Established Principals Program Leadership Enrichment Courses Year 1 Principals 3-Day Workshop & Evangelisation Planning Workshop The Beginning Principals Program Beginning Principals 3-Day Workshop Year 2: Enrichment Year The Aspiring Principals Program Year 1: Orientation Year The Established Leaders Program General Cohort The Beginning Leaders Program Women in Leadership Cohort The Emerging Leaders Program The Early Career Teachers Program Compulsory Program The Frontline Services Program 2

7 CATHOLIC EDUCATION LEADERSHIP PROGRAMS The Frontline Services Program This cross-sectoral, competency-based leadership program targets Catholic school and CEOWA administration staff interested in attaining a Certificate IV in Business or a Diploma of Management. This program will be piloted in 2013 and may form part of the permanent suite of Catholic Education leadership programs from January The Early Career Teachers Program It is anticipated that this seven-day, compulsory leadership program will target all Catholic school graduate teachers during their first two years of service. The program is designed to support the transition of graduates from university environments to the teaching profession. Designed as a two year program, a pilot program for graduate teachers in their first year of service will be trialed throughout 2013 with a subsequent pilot for the program s second year taking place in It is anticipated that the inaugural year of the program will commence in 2014 for all graduate teachers joining Catholic schools in the Archdiocese of Perth and the dioceses of Bunbury and Geraldton. The Emerging Leaders Program This 12-day leadership program targets Catholic school teachers and CEOWA staff interested in developing their leadership capabilities for the purpose of attaining their first leadership role. The Beginning Leaders Program This five-day leadership program targets first-time Catholic school and CEOWA leaders who feel that development of their leadership capabilities is required to enhance effectiveness. Leaders who have less than two years of experience are especially encouraged to apply. The Established Leaders Program This 17-day leadership program targets Catholic school and CEOWA staff, employed in a leadership role for at least two years, who seek opportunities to further develop their leadership capabilities. There are two cohorts for this program: the General cohort and the Women in Leadership (WIL) cohort. The Aspiring Principals Program This two-year, 23-day leadership program targets staff currently employed as an assistant or deputy principal in a Catholic school or members of the CEOWA employed in leadership positions who desire future appointment as the principal of a Catholic school. 3

8 The Beginning Principals Program This 12-day leadership program targets first-time Western Australian Catholic school principals. The program consists of a staged induction over the course of a principal s first three years of service. The Established Principals Program This leadership program targets established principals and members of their leadership teams who seek leadership capability enrichment through one and two day Leadership Enrichment Courses (LECs). LECs are professional learning opportunities organised by CEOWA Team Leaders in consultation with the Catholic Primary Principals Association (CPPA), the Catholic Secondary Principals Association (CSPA), the Catholic Assistant Principals Association (CAPA) and the Catholic Secondary Deputy Principals Association (CSDPA). The Experienced Principals Program This eight day, cross-sectoral leadership program targets primary and secondary principals with a minimum of ten years of experience in at least two schools with an excellent track record of review. This program is due to be piloted in 2013 and will become part of the permanent suite of Catholic Education leadership programs from January At present, prospective participants may apply for direct entry into the Emerging Leaders, Beginning Leaders, Established Leaders or Aspiring Principals Programs before choosing to complete the program as a stand-alone experience or applying for entry to the next program. However, in the future, it will be possible for a graduate teacher to begin their leadership journey in the Early Career Teachers Program before progressing, over the course of their career, through the Emerging Leaders, Beginning Leaders, Established Leaders and Aspiring Principals Programs to the principalship. After completing principal induction through the Beginning Principals Program, a principal will be able to attain further enrichment by participating in LECs that make up the Established Principals Program before eventually participating in the Experienced Principals Program. 4

9 THE FRONTLINE SERVICES PROGRAM 5

10 Target audience This cross-sectoral, competency-based leadership program targets Catholic school and CEOWA administration staff interested in attaining a Certificate IV in Business or a Diploma of Management. This program will be piloted in 2013 and may form part of the permanent suite of Catholic Education leadership programs from January Program outline Frontline services personnel provide essential administrative support in Catholic schools, at the CEOWA and in regional offices in the dioceses of Bunbury, Geraldton and Broome. Frontline services personnel are involved in business administration, finance and human resources management roles and include reception staff, administrative assistants, officer managers, finance officers, bursars and business managers. Frontline services personnel undertake their roles in complex and changing times, many without the benefit of formal qualifications. Despite the critical roles these people play in the smooth operation of the enterprise in which they are employed, more often than not, they are the last recipients of quality professional learning. The Frontline Services Program seeks to address this inequity. Program structure and components Candidates for this leadership program have a choice of two possible streams: a Certificate IV in Business or a Diploma of Management. Stream 1: Certificate IV in Business (BSB40207) This program comprises five, full day workshops. To minimise disruption to school/ceowa operations, days one, two and three occur consecutively during the first week of the term one school holidays. Days four and five occur consecutively and are scheduled during week one of the term two school holidays. Between days three and four, participants are required to undertake a work-based, action-learning project and write a report describing project outcomes. Participants are required to present project outcomes and their key learnings during days four and five. Stream 2: Diploma of Management (BSB51107) This program comprises six, full day workshops. To minimise disruption to school/ceowa operations, days one through five occur consecutively during the second week of the term one school holidays. Day six is scheduled during week one of the term two school holidays. Between days five and six, participants are required to undertake a work-based, action-learning project and write a report describing project outcomes. Participants are required to present project outcomes and their key learnings during day six. Cohort size and program facilitation Entry to this program is highly competitive. Participant numbers are capped at 20 for both the Certificate IV in Business and Diploma of Management streams to ensure the collegial development of the group. Program modules are facilitated using David Kolb s theory of experiential learning. Kolb s theory emphasises the central role that experience plays in the learning process. Program facilitators are trained in the four broad adult learning styles as described by Kolb: concrete experience, reflective observation, abstract conceptualisation and active experimentation. For example, within program modules, new theory is often introduced by the facilitator as a lecture (abstract conceptualisation) before being reinforced via a case study (concrete experience). Participants are then asked to engage in individual reflection on the theory using a series of case study questions (reflective observation) before discussing their perspectives with colleagues in small groups (active experimentation). Small group responses are then probed by the facilitator during a whole group feedback and discussion session (active experimentation). 7

11 Program cost For Catholic school and CEOWA staff, the costs associated with facilitation, course materials, venue hire and catering for both streams of this program (i.e. Certificate IV in Business and Diploma of Management) is $1,000. For regional and metropolitan participants, the costs incurred via participant travel by vehicle will not be reimbursed. Rather, regional participants should discuss arrangements with their principal/ceowa supervisor. Participants traveling by private vehicle are encouraged to claim mileage on their personal income tax return. Consultation with the Australian Taxation Office regarding record maintenance is recommended. Program venue The Newman Siena Centre 33 Williamstown Road, Doubleview WA Application due date For detailed program information, module dates and an application form please access the CEOWA website ceo.wa.edu.au Leadership Programs. To be considered for selection, completed application forms must reach Shane Glasson (Leadership Consultant) by Friday, 8 March 2013 (Term 1, week 5). Post: PO Box 198, Leederville WA 6903 Fax: (08) Further information Please direct all enquiries regarding this program to Shane Glasson (Leadership Consultant) on (08) or 8

12 THE EARLY CAREER TEACHERS PROGRAM 9

13 Target audience It is anticipated that this seven-day, compulsory leadership program will target all Catholic school graduate teachers during their first two years of service. The program is designed to support the transition of graduates from university environments to the teaching profession. Designed as a two year program, a pilot program for graduate teachers in their first year of service will be trialed throughout 2013 with a subsequent pilot for the program s second year taking place in It is anticipated that the inaugural year of the program will commence in 2014 for all graduate teachers joining Catholic schools in the Archdiocese of Perth and the dioceses of Bunbury and Geraldton. Program outline The Early Career Teachers Program is a foundation program that aims to: welcome graduate teachers to Western Australian Catholic Education and support their development and growth as Catholic school teachers establish the norms of reflection, collaboration and lifelong learning with longer term consideration of career development invest in and build graduate teacher capacity and resilience familiarise participants with the Proficient career stage of the AITSL National Professional Standards for Teachers and provide a forum for reflection with regard to strengths and areas for growth assist graduate teachers to move from Teacher Registration Board Provisional to Full registration encourage participants to apply newly-acquired knowledge in the context of their school. Program structure and components It is envisaged that the program will be delivered over a two year time frame and consist of five modules facilitated over seven days. Program module content and activities will be based on: the Proficient career stage of the AITSL National Professional Standards for Teachers the domains of the Leadership Framework for Catholic Schools in Western Australia (Catholic Identity, Community, Education and Stewardship) The Early Career Teacher Resilience Framework that specifically supports the development of teacher relationships, school culture, teacher identity, teacher work and understanding of school and system policies and practices. Research indicates that a graduate teacher s first year represents a pivotal time for the development of positive and productive relationships, effective classroom practice and pedagogical strategies. As such, the program s first year consists of three full days of professional learning separated by time with context specific action learning tasks to be completed by participants between modules. These days will be scheduled in the middle of terms one, two and three as these periods represent the greatest stress points for graduate teachers. The program s second year consists of two modules, each involving two consecutive full day workshops. Modules are convened in terms one and three. Between modules one and two, participants will be invited to participate in an action learning task focusing on assessment and reporting of student learning, differentiation of student assessment and quality teaching practices. Throughout the program, support and guidance will be provided to participants to ensure that they transition from Teacher Registration Board Provisional to Full registration. 11

14 Program facilitation Program modules will be facilitated using David Kolb s theory of experiential learning. Kolb s theory emphasises the central role that experience plays in the learning process. Program facilitators are trained in the four broad adult learning styles as described by Kolb: concrete experience, reflective observation, abstract conceptualisation and active experimentation. For example, within program modules, new theory is often introduced by the facilitator as a lecture (abstract conceptualisation) before being reinforced via a case study (concrete experience). Participants are then asked to engage in individual reflection on the theory using a series of case study questions (reflective observation) before discussing their perspectives with colleagues in small groups (active experimentation). Small group responses are then probed by the facilitator during a whole group feedback and discussion session (active experimentation). Entry requirements When implemented, any graduate teacher employed in a Catholic school in a capacity greater than 0.7 FTE will be expected to participate in the program. Program cost For participants in this program, the costs associated with facilitator engagement, materials, catering and teacher relief will be covered by the Catholic Education Commission of Western Australia (CECWA) and the Teacher Quality stream of the Smarter Schools National Partnership Program. Program venue All modules for the graduate teachers employed by Catholic schools in the Archdiocese of Perth will be convened at The Newman Siena Centre (33 Williamstown Road, Doubleview WA). All modules for the graduate teachers employed by Catholic schools in the dioceses of Bunbury and Geraldton will be convened at the regional offices and/or a host school. Further information For updates regarding the progress of the pilot program, please access the CEOWA website ceo.wa.edu.au Leadership Programs. Regular updates will be provided to all Catholic school principals by the working party throughout 2013/14. Please direct all enquiries regarding this program to Georgie Wynne (Leadership Consultant) on (08) or 12

15 THE EMERGING LEADERS PROGRAM 13

16 Target audience This 12-day leadership program targets Catholic school teachers and CEOWA staff interested in developing their leadership capabilities for the purpose of attaining their first leadership role. Program outline The Emerging Leaders Program is a foundation leadership program that aims to: introduce participants to the dimensions of the Bishops Mandate ( ) for Catholic Education in Western Australia inform participants of the governance structure of Catholic Education in Western Australia introduce participants to the domains of the Leadership Framework for Catholic Schools in Western Australia (Catholic Identity, Community, Education and Stewardship) explore the interrelated and future-focused nature of these domains apply newly-acquired knowledge of each domain in the context of their individual workplaces develop the leadership capabilities of participants. Program structure and components This 12-day leadership program is facilitated over a one year time frame. Five days are facilitated during term time with seven days scheduled during school holiday periods. Leadership program module content and activities have been mapped to the AITSL National Professional Standard for Principals, are based on the domains of the Leadership Framework for Catholic Schools in Western Australia (Catholic Identity, Community, Education and Stewardship) and the 24 components of the Quality Catholic Schooling (QCS) self-review and improvement framework. The four domains of the Leadership Framework represent the significant action areas of Western Australian Catholic school leaders when promoting the educational mission of the Catholic Church and describe all activity that occurs within Catholic schools. QCS is the whole-school, self-review, planning and improvement framework used by leaders from all 159 Catholic schools in Western Australia when attempting to continuously improve all that they do. Cohort size and program facilitation Entry to this program is highly competitive. Participant numbers are capped at 20 to ensure the collegial development of the group. Program modules are facilitated using David Kolb s theory of experiential learning. Kolb s theory emphasises the central role that experience plays in the learning process. Program facilitators are trained in the four broad adult learning styles as described by Kolb: concrete experience, reflective observation, abstract conceptualisation and active experimentation. For example, within program modules, new theory is often introduced by the facilitator as a lecture (abstract conceptualisation) before being reinforced via a case study (concrete experience). Participants are then asked to engage in individual reflection on the theory using a series of case study questions (reflective observation) before discussing their perspectives with colleagues in small groups (active experimentation). Small group responses are then probed by the facilitator during a whole group feedback and discussion session (active experimentation). Advanced standing: The University of Notre Dame Australia (UNDA) Upon completion and submission of assessment tasks associated with the UNDA module embedded within this leadership program and achievement of satisfactory results, participants receive one unit of advanced standing for a UNDA Master of Education degree (conditions apply). 15

17 Accreditation and service requirements The minimum accreditation required for entry to this program is Accreditation to Teach in a Catholic School for school-based staff and Accreditation to Work in Catholic Education (General) for CEOWA staff. To be eligible for acceptance into this program, candidates are required to have completed a minimum of three years of service in a Western Australian Catholic school, at the CEOWA or a combination thereof. Program cost This is a free program. The costs associated with facilitator engagement, materials, catering, teacher relief and travel and accommodation for country participants are covered by the CECWA. Program venue The Newman Siena Centre 33 Williamstown Road, Doubleview WA Application due date For detailed program information, module dates and an application form please access the CEOWA website ceo.wa.edu.au Leadership Programs. To be considered for selection, completed application forms must reach Georgie Wynne (Leadership Consultant) by Friday, 25 October 2013 (Term 4, week 2). Post: PO Box 198, Leederville WA 6903 Fax: (08) Further information Please direct all enquiries regarding this program to Georgie Wynne (Leadership Consultant) on (08) or 16

18 THE BEGINNING LEADERS PROGRAM 17

19 Target audience This five-day leadership program targets first-time Catholic school and CEOWA leaders who feel that development of their leadership capabilities is required to enhance effectiveness. Leaders who have less than two years of experience are especially encouraged to apply. Program outline First-time Catholic school and CEOWA leaders assume their duties and responsibilities in demanding and complex times. This practical and interactive leadership program is designed to assist new leaders to achieve clarity of purpose and minimise the angst associated with their new leadership endeavour. Through completion of this program, participants will develop: an understanding of their personal leadership mindset and contemporary leadership paradigms an understanding of the pillars of organisational culture strategies for developing a leadership culture amongst the members of the teams they lead. Program structure and components This leadership program consists of five, full-day modules. The program commences in term two and concludes during the term three school holiday period. Two days are facilitated during term time with three days scheduled during school holiday periods. Leadership program module content and activities have been mapped to the AITSL National Professional Standard for Principals, are based on the domains of the Leadership Framework for Catholic Schools in Western Australia (Catholic Identity, Community, Education and Stewardship) and the 24 components of the Quality Catholic Schooling (QCS) self-review and improvement framework. The four domains of the Leadership Framework represent the significant action areas of Western Australian Catholic school leaders when promoting the educational mission of the Catholic Church and describe all activity that occurs within Catholic schools. QCS is the whole-school, self-review, planning and improvement framework used by leaders from all 159 Catholic schools in Western Australia when attempting to continuously improve all that they do. Cohort size and program facilitation Entry to this program is highly competitive. Participant numbers are capped at 20 to ensure the collegial development of the group. Program modules are facilitated using David Kolb s theory of experiential learning. Kolb s theory emphasises the central role that experience plays in the learning process. Program facilitators are trained in the four broad adult learning styles as described by Kolb: concrete experience, reflective observation, abstract conceptualisation and active experimentation. For example, within program modules, new theory is often introduced by the facilitator as a lecture (abstract conceptualisation) before being reinforced via a case study (concrete experience). Participants are then asked to engage in individual reflection on the theory using a series of case study questions (reflective observation) before discussing their perspectives with colleagues in small groups (active experimentation). Small group responses are then probed by the facilitator during a whole group feedback and discussion session (active experimentation). Advanced standing: The University of Notre Dame Australia (UNDA) Upon completion and submission of assessment tasks associated with this leadership program and achievement of satisfactory results, participants receive one unit of advanced standing for a UNDA Master of Education degree (conditions apply). 19

20 Accreditation and service requirements For school-based staff, the minimum accreditation required for entry to this program is Accreditation to Teach in a Catholic School although accreditation requirements are dependent upon the candidate s leadership role. Prior to submitting an application, candidates are required to check their accreditation status against the CECWA policy statement 2-C6: Appointment of staff in Catholic schools. For CEOWA staff, the minimum accreditation requirement is Accreditation to Work in Catholic Education (Schools). CEOWA candidates are required to check their accreditation status against the document: Accreditation for employees of the Catholic Education Office prior to submitting an application. Program cost The cost for this program is $700 per participant. This cost includes facilitator payment, venue hire, course materials and catering. Schools are expected to pay the costs associated with teacher relief associated with the two modules scheduled during term time. For regional and metropolitan participants, the costs incurred via participant travel by vehicle will not be reimbursed. Rather, regional participants should discuss arrangements with their principal/ceowa supervisor. Participants traveling by private vehicle are encouraged to claim mileage on their personal income tax return. Consultation with the Australian Taxation Office regarding record maintenance is recommended. For Aboriginal participants, costs associated with this program are covered by the Teacher Quality stream of the Smarter Schools National Partnerships Program (conditions apply). Program venue The Newman Siena Centre 33 Williamstown Road, Doubleview WA Application due date For detailed program information, module dates and an application form please access the CEOWA website ceo.wa.edu.au Leadership Programs. To be considered for selection, completed application forms must reach Shane Glasson (Leadership Consultant) by Friday, 19 April 2013 (Term 1, week 10). Post: PO Box 198, Leederville WA 6903 Fax: (08) Further information Please direct all enquiries regarding this program to Shane Glasson (Leadership Consultant) on (08) or 20

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