Leading, Learning, Loving it
Introducing the ACEL Leadership Capability Framework
for school leaders
Jenny Lewis CEO
Australian Council for Educational Leaders
The relationship among the adults in the schoolhouse has
more impact on the quality and the character of the school and
on the accomplishment of youngsters than any other factor
Roland Barth 2001
2
The ACEL Leadership Capability Framework
Is a tool, a resource to help you:
 Drive leadership strategies including leadership
development and succession planning
 Inform and inspire leadership development programs
 Provide an overall picture of leadership in context
 Assess, identify and develop leadership capabilities –
identify strengths and target specific performance
areas for improvement;
 Identify leadership skills, attributes, knowledge,
understandings and capacities for undertaking wholeschool and system-wide improvement
 Build capacity to implement and sustain improvements
in the long term
It enables you to get a deeper understanding of leadership,
flexibility and coherence.
3
The development of the
ACEL Leadership Capability Framework

Strategic
Leadership
Transformationa
l Leadership
Educative
Leadership
Organisation
Wide Leadership
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The design of The ACEL Leadership Capability Framework takes into
account the significant learnings from over100 system-embedded
leadership capability frameworks spanning education, health, defence,
public administration and law from around the world
International: validated by Professors Andy Hargreaves and Alma Harris
International: Learnings gathered from the Centre for Creative
Leadership, the Harvard Principals Centre, The London Centre for
Leadership and Learning at the University of London
National: Validated by national and state Principal and Teacher
Associations, and the Australian Institute of Management
It has taken over three years to weave these ideas together into what is
now known as The ACEL Leadership Capability Framework and Learning
Maps
1200+ hours of research
6 Australian States and Territories
18 Countries
Commonwealth of Nations
Microsoft
Why Capability?

Capable leaders are those who can also
operate in unknown contexts with new
challenges

Capable leaders have the ability to continue
learning and adapting to change

Capable leaders lead the tomorrows
. . . an all round human quality, an integration of
knowledge, skills, personal qualities and
understanding used appropriately and effectively
– not just in familiar and highly focused
specialist contexts but in response to new and
changing circumstances
(Stephenson, 2000, p. 2)
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Capabilities …
 Capabilities include competencies.
 A continuous process over time that
changes over time (“How do I build my
capabilities in relation to....?”).
 You select.
 You will be very capable in one or more of
the leadership dimensions.
Capabilities are the starting points
for learning, not the
culmination
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7
The ACEL Learning Maps
The ACEL Leadership Capability Learning
Maps are designed to support the
notion of ‘spheres of influence’ by
providing four stages of development
for each leadership growth area and
description of leadership capability in
action.
These stages are:
•
•
•
•
Influencing within and beyond
classroom
Influencing within and beyond team
Influencing within and beyond
school; and
Influencing within and globally
beyond school.
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Key Elements
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Accountability
Advocacy/Influence
Capability
Coherent Approaches
Community
Connectivity
Culture and Change
Diversity
Entrepreneurship
Excellence in Pedagogy
Feedback
Individuals
Performance





Personal Courage
Personal Integrity
Political
Problem Solving and
Judgement
Professional Learning
Community
 Results Focus
 Safe Learning Environment
 Self Awareness and Renewal
 Self as Leader
 Self as Learner
 Setting Vision and Strategy

Professional Learning
Conversations

Reflection
 Student Learning

Relational Trust and Values
 Systems Thinking

Resilience
 Teamwork
 Skilful Communication
 Values
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Australian Council for Educational Leaders
Leadership Academy Self‐Assessment Survey
Complete each field
MIT
MIS
Complete Self‐Assessment Survey
There are 92 questions and you can save the data at any time
It should take about 30 minutes to complete
Average growth areas for Jenny Lewis
4
3.5
3
3.2
3
2.9
2.5
Leads Self for Learning
2
Leads Others for Learning
1.5
1
Leads the Organisation for
Learning
0.5
0
Leads Self for Leads Others for Leads the
Learning
Learning
Organisation for
Learning
Framing the process
 Here is my strengths base
 Leadership around a personal growth area
• Here is what I want to learn and develop
• I need to reflect learning leadership in context
• My goals must align with school priorities
Here are our strengths
• What capabilities would define the success of
our team?
• Focus leadership around a specific focus
area/action learning
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Choose one strength that you
believe has the most positive
influence in your school
•
Investigate one of your strengths
using the learning maps
Why do you think you are strong
here?
How did you develop this
strength?
How could you use this strength
to increase your influence area?
•
•
•
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Growth area
Review your growth areas …
Investigate one of your growth areas
using the learning maps …
•
•
•
•
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What are you moving from and
what are you moving toward?
Where are you right now in your
context?
Given everything on your plate,
what is the most important thing
to be doing right now?
How do your personal growth
areas link to the organisation’s
goals and priorities?
With your learning partner:
Review your identified learning need and plans:
- What is your evidence for selecting this area?
- Is it important?
- What will be your criteria for success?
- What are your commitments?
Average Growth Areas for Whole Group
4
3.5
3
2.5
2
1.5
1
Leads Self for Learning
Leads Others for Learning
Leads the Organisation for
Learning
Average Growth Areas for each Group
4
Region 1
Region 2
Region 3
Region 4
Region 5
Region 6
3.5
3
2.5
Region 7
2
Leads Self for
Learning
Leads Others for
Learning
Leads the
Organisation for
Learning
Statistical Average of Growth Areas for each Group
Country
Region 1
Region 2
Region 3
Region 4
Region 5
Region 6
Region 7
Leads Self for
Learning
3.4
3.3
3.5
3.2
3.3
3.5
3.5
3.6
Leads Others for
Learning
3.2
3.1
3.3
3.0
3.1
3.3
3.3
3.5
Leads the
Organisation for
Learning
3.2
2.9
3.3
3.1
3.1
3.3
3.1
3.4
Summary of Leads Self for Learning
4.5
4
Region 1
Region 2
Region 3
Region 4
Region 5
Region 6
3.5
3
2.5
2
1.5
Region 7
1
Self
Resilience Personal
Awareness
Courage
and
Renewal
Self as
Leader
Self as
Learner
Personal
Integrity
Values
Statistical Average of Leads Self for Learning for
XX Principals and Assistant Principals
Leads Self for
Learning
State
Average
Region 1
Region 2
Region 3
Region 4
Region 5
Region 6
Region 7
Self Awareness and
Renewal
3.4
3.4
3.6
3.3
3.3
3.4
3.6
3.5
Resilience
3.2
2.9
3.0
2.7
3.1
3.4
3.4
3.3
Personal Courage
3.6
3.3
3.7
3.4
3.6
3.7
3.6
3.8
Self as Leader
3.4
3.4
3.4
3.1
3.3
3.4
3.6
3.6
Self as Learner
3.0
3.0
3.1
2.5
3.2
3
2.9
3.2
Personal Integrity
3.7
3.6
3.9
3.6
3.7
3.7
3.8
3.8
Values
3.5
3.4
3.5
3.5
3.3
3.7
3.5
3.8
Self as Learner
 Staff shortages over the past three years have made sometimes made it difficult
to move beyond management towards leadership.
 Would like to pursue more formally and hopefully strengthen in this area
 Continuing to grow and to grow others -- leading by example is a goal that aims
to avoid hypocrisy
 Will request feed back on a more regular basis. (each term)
 Set regular e.g. monthly brief performance feedback sessions with a colleague
and manager; find personal icon/metaphor for benchmark
 Ensuring time is set aside for appropriate professional readings
 Involve staff in identifying and resolving problems issues
 Need to undertake study around the work I am doing in my school, to explore
what is working and why
 Usually get feedback at Performance Review or after job interview. How to gain
quick, honest feedback.
Summary of Leads Others for Learning
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
Region 1
Region 2
Region 3
Region 4
Region 5
Region 6
Region 7
Statistical Average of Leads Others for Learning for
XX Principals and Assistant Principals
Leads Others for
Learning
State
Average
Region 1
Region 2
Region 3
Region 4
Region 5
Region 6
Region 7
Relationship Trust & Values
3.4
3.4
3.2
3.6
3.4
3.4
3.2
3.6
Safe Learning Environment
3.6
3.9
3.4
3.0
3.7
3.6
3.7
3.8
Individuals
3.3
3.1
2.9
3.1
3.3
3.4
3.4
3.8
Teamwork
3.3
3.1
3.7
3.0
3.0
3.3
3.4
3.6
Performance
3.3
3.2
3.6
2.9
3.0
3.6
3.5
3.6
Capability
3.3
3.3
3.2
3.4
3.1
3.2
3.4
3.5
Diversity
3.3
3.1
3.3
3.2
3.1
3.4
3.2
3.4
Excellence in Pedagogy
3.3
3.0
3.6
2.9
3.3
3.4
3.3
3.6
Coherent Approaches
3.1
2.9
3.1
3.0
2.8
3.3
3.1
3.3
Professional Learning
Communities
3.2
3.1
3.2
3.0
3.0
3.4
3.3
3.4
Skilful Communication
3.1
2.9
3.1
2.8
3.0
3.2
3.1
3.2
Professional Learning
Conversations
3.1
2.9
3.3
3.2
2.9
3.1
3.0
3.7
Feedback
2.8
2.7
2.9
2.2
2.7
2.7
2.9
3.1
Summary of Leads the Organisation for Learning
4.0
3.5
3.0
2.5
2.0
1.5
1.0
Region 1
Region 2
Region 3
Region 5
Region 6
Region 7
Region 4
Statistical Average of Leads the Organisation for Learning for
XX Principals and Assistant Principals
Leads Others for
Learning
State
Average
Region 1
Region 2
Region 3
Region 4
Region 5
Region 6
Region 7
Student Learning
3.3
2.8
3.4
3.1
3.3
3.3
3.4
3.4
Accountability
3.4
2.9
3.3
3.4
3.3
3.6
3.3
3.5
Results Focus
3.2
2.9
3.3
3.0
3.2
3.2
3.1
3.8
Culture & Change
3.3
3.0
3.7
3.1
3.2
3.4
3.3
3.5
Entrepreneurship
3.1
3.0
3.4
3.3
2.9
3.3
2.9
3.2
Community
3.1
2.7
3.2
3.0
3.0
3.2
3.2
3.1
Connectivity
3.1
2.8
3.3
3.2
3.2
3.0
3.2
3.2
Political
3.2
3.2
3.5
3.1
3.1
3.5
3.1
3.3
Advocacy / Influence
3.2
3.1
3.3
3.5
3.0
3.6
3.2
3.3
Setting Vision and Strategy
2.9
2.8
3.0
2.6
2.9
3.2
2.9
3.1
Systems Thinking
3.1
3.0
3.6
3.1
3.0
3.2
3.0
3.3
Problem Solving and
Judgement
3.2
2.8
3.4
3.1
3.1
3.5
2.9
3.5
Reflection
3.1
3.0
3.3
3.1
3.1
3.1
3.0
3.5
Sharing the News – what do XX Leaders really want
to learn about
Self
Self as Learner
3.0
Others
Feedback
Resilience
3.2
The Organisation
2.9
Coherent Approaches
2.8 Setting Vision and
Strategy
3.1 Entrepreneurship
Skilful Communication
3.1 Community
3.1
Professional Learning
Conversations
Coherent Approaches
3.1 Connectivity
3.1
3.1 Systems Thinking
3.1
Professional Learning
Communities
3.2 Reflection
3.1
3.0 I know and can apply this most of the time
3.1
Political
3.2
Problem Solving and
Judgement
Results Focus
3.2
Advocacy / Influence
3.2
3.2
The ACEL Leadership Academy
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1
The ACEL Leadership Capability Framework
2
The ACEL Leadership Learning Maps
3
The ACEL Leadership Portal
4
The ACEL Reflective Online Tool
5
The ACEL Leadership Programs
6
The ACEL Leadership Faculty
The Leadership Modules
There are seven interrelated modules designed as learning resources to
support individuals and teams undertaking the leadership development
programs:
 Introduction and Orientation
 The HeART of Leadership 1
 The HeART of Leadership 2
 Setting up for Leadership Learning and Development
 Leadership and Learning
 The Action Learning Project
 Sustaining self, others and the organisation
36
37
Phase 1: Knowing the ‘right’ thing to do; knowing what to do
and why it is important The steps include
Awareness
Readiness
Gathering information
 In this phase the focus is ‘leading self for learning’. To achieve these steps the participants will:
 Complete the online assessment tool and reflect on the strengths of their leadership capabilities
and those needing improvement. The online assessment tool is completed at the beginning and
at the end of the program
 Receive a feedback report after the completion of the online assessment in the form of
leadership capability profiles and feedback from colleagues about their leadership capabilities
 Consider strengths, identify areas for learning and development and set personal learning goals
 Collaboratively design with a colleague, a personalised learning pathway and program, and
determine what evidence counts as improvement and success
 Create benchmarks and evaluation criteria to monitor progress in achieving these goals
 38Start documentation including a reflection journal
Phase 2: Doing the thing ‘right’– knowing how to do it, when
to do it and why it works.
Steps involved include:
Planning and design (and redesign) of an action learning project
Implementation of this project
 In this phase the focus is ‘leading self for learning’ and ‘leading others for learning’.
To achieve these steps the participants will:
 Learn about leadership though leading a project. The project involves research and
analysis of ‘best fit’ leadership practices that will lead to improvements in student
success
 Explore and explain those leadership capabilities that create the conditions that
enable teachers to make a bigger difference to the success of their students
 Re-evaluate what evidence counts as improvement and success and gather data to
monitor progress in achieving goals
 Modify personalised learning programs and action learning plans, accordingly
 Share learning with colleagues, where possible
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Phase 3: Sustaining improvements
 In this phase the focus is ‘leading self for learning’, ‘leading
others for learning’ and ‘leading the organisation for learning’.
To achieve these steps the participants will:
 Learn about sustaining change and improvement.
 Adapt personalised learning programs and action learning plans
to assist in the long-term, sustainable improvement in learning
environments and learning
 Continue to share and evaluate learning
40
Public and
private
organisational
standards
• Other jurisdictional
requirements
• Organisational planning
• Personal planning
Tertiary and
System
Standards
• Other jurisdictional
requirements
• Organisational planning
• Personal planning
The AITSL
Principal
Standard
• Other jurisdictional
requirements
• School planning
• Personal planning
The AITSL
Teacher
Standards
• Other jurisdictional
requirements
• School planning
• Personal planning
The Early Years
Standards
• Other jurisdictional
requirements
• School planning
• Personal planning
The ACEL
Leadership
Capability
Framework
Leads
Self for
Learning
Leads
Others for
Learning
Leads the
Organisation
for Learning
School
Planning
Personal
Planning
Performance
Development
led by the
user