5 Dimensions Evidence Base

FIVE DIMENSIONS OF LEADERSHIP LEARNING The dimensions have been expanded and references added to assist leaders to develop an evidence base of their leadership and to assist with leadership learning and development planning. What is 'evidence based leadership'? 'Evidence based leadership' is an approach which claims that practice should be capable of being justified in terms of sound evidence: it is the process of methodically searching out, evaluating, utilising and reporting on up-to-date research findings to support decisions about practice. An excellent example of evidence based educational leadership can be seen in a presentation by Jenny Lewis, Executive Officer of ACEL - 'Evidence Based Leadership: It's the little things that count.'

LEARNING-CENTRED LEADERSHIP Personal development for leadership There is evidence of: • An ongoing commitment to and current involvement in leadership learning events. • An ability to articulate new learning and its impact on personal practice and implications for organisation learning. Self-awareness, well-being and resilience There is evidence of: • Regular analyses and reflection on practice and changes to own behaviour to reflect new learning • Strategies being in place to cultivate and optimise health and well being Leadership characteristics and qualities There is evidence of: • An ability to articulate ones ‘leadership stance’ and defend the efficacy of this position • Congruency between this ‘stance’ and leadership actions Supporting Documents Cultivating Positive Emotions to Optimize Health and Well-Being Developing a Leadership Stance Critical Reflection DECS Leaders Personal Performance and Development Plan South Australian Centre for Leaders in Education 14/09/2005 9:18 AMC:\Documents and Settings\Watts\My Documents\2005\5 dimensions evidence base.doc

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LEADING LEARNING AND TEACHING Improving learning outcomes There is evidence that: • Student learning is at the heart of school planning and improvement strategies • There is conscious modelling of learning behaviour desired in others. (Leaders are lead learners.) Enhancing effective learning and teaching There is evidence of: • A continual search for and learning about ways to improve learning and teaching • Regular analyses and reflection on past practice and change to own behaviours to reflect new learning

Analysing data for improvement There is evidence that: • There is ongoing collection of qualitative and quantitative data that informs actions for improvement and reporting. • Data analysis is rigorous and is an integral part of the discourse on teaching and learning Curriculum review and reform There is evidence that: • There is a commitment to curriculum review and reform through a continuing cycle of reflection, analysis, target setting and action for improvement. • New or different approaches are trialled which may have some personal risk involved

Supporting Documents Instructional Leadership and School Improvement, David Hopkins, Faculty of Education, University of Nottingham What Headteachers Need to Know about Teaching and Learning, Peter Hill 'Smoking Out Underachievement' has been written to provide schools with guidance, advice and examples to increase their understanding and use of 'value added data'.

South Australian Centre for Leaders in Education 14/09/2005 9:18 AMC:\Documents and Settings\Watts\My Documents\2005\5 dimensions evidence base.doc

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LEADING STRATEGIC RESOURCE MANAGEMENT Linking resources to learning improvement There is evidence of: • Clear processes for the development of objectives and resource strategies • Integration of all resources to achieve learning improvement objectives Knowledge management and business systems There is evidence that: • Resource management occurs within DECS corporate systems frameworks • Documentation and compliance with policies, procedures and accountability systems occurs Risk analysis and management There is evidence that: • Effective risk management processes are applied to management decisions • Replacement forecasting is an integral part of the assets, facilities and utilities planning process Tools and processes for resource management There is evidence of: • Use of cost benefit analysis, budget processes, reporting and analysis review • Effective use of technology to access, analyse and interpret information to maximise outcomes

Supporting Documents DECS Leaders Desktop Resource Management NCSL Financial Management in Schools Website

South Australian Centre for Leaders in Education 14/09/2005 9:18 AMC:\Documents and Settings\Watts\My Documents\2005\5 dimensions evidence base.doc

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LEADING A QUALITY ORGANISATION Building learning communities There is evidence that: • Staff are committed to creating and building an optimal learning culture. • Structures and processes are in place to support commitment to organisation learning Designing preferred futures There is evidence that: • The vision for the school is developed through progressive, dynamic and inclusive leadership • Change and innovation are introduced against an understanding of the global and local picture Governance and accountability There is evidence that: • There is an effective and efficient set of decision-making processes and clear lines of responsibility in place to facilitate the accomplishment of the school’s goals and purposes. • The extent to which predetermined outcomes were achieved is reported to the community and the system Legal and policy frameworks There is evidence of: • Diligence in ensuring compliance with mandatory policy and legal requirements. • Policies and procedures being documented and readily accessible to the school community

Supporting Documents Organisational Learning The UK Standards Site: Innovation Leadership and innovation in the transformation of schools, Brian Caldwell Consultation and Decision Making Learning Centred Leadership

South Australian Centre for Leaders in Education 14/09/2005 9:18 AMC:\Documents and Settings\Watts\My Documents\2005\5 dimensions evidence base.doc

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LEADING AND WORKING WITH OTHERS Ethics and leadership principles There is evidence that: • The long-term welfare and development of a whole person is held as a fundamental personal leadership value that drives all interactions and dealings with others, as well as major strategic initiatives, such as school programs. • Justice and fairness are intrinsic characteristics of school leadership. Building a culture of collaboration There is evidence that: • A strong sense of esprit and a strong commitment to the school ethos is present within the school community. • Individuals and teams are encouraged to work together and learn. Communication and developing relationships There is evidence that: • There is a definable culture that guides the way people interact. • Diversity is a point of pride and positive interactions and experiences that extend understanding and appreciation of difference are encouraged. Personnel management There is evidence that: • The rights and responsibilities of all members of the school are acknowledged and incorporated into policy and practice. • Workforce planning, including appropriate induction, succession and recruitment strategies and selection processes, are in place.

Supporting Documents DECS Leaders Desktop Resource Management St James Ethics Centre Build a School Culture That Nurtures Staff Collaboration and Participation in Decision Making An Audit of School Culture

South Australian Centre for Leaders in Education 14/09/2005 9:18 AMC:\Documents and Settings\Watts\My Documents\2005\5 dimensions evidence base.doc

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