National Professional
Standard for Principals
Dame Pat Collarbone
Introducing AITSL
AITSL works with the education community to:
o Set and maintain standards for excellence in teaching
and school leadership
o Lead and influence excellence in teaching and school
leadership
o Support and recognise excellence in teaching and
school leadership
AITSL’s work
o National Professional Standards for Teachers
o National Professional Standard for Principals
o Australian Charter for the Professional Learning of
Teachers and School Leaders
o Professional Learning Flagship Programs
 Leading Curriculum Change
 Leading Australia’s Schools (2011)
o The Australian Awards for Outstanding Teaching and
School Leadership
What is the Standard?
o The Standard is a public statement which sets out what
Principals are expected to know, understand and do.
o It is represented as an integrated model.
o The Standard aims to:
 define the role and unify the profession nationally
 describe professional practice in a common language
 make explicit the role of quality school leadership in
raising standards for the 21st century
Making a difference
o The Standard captures the crucial elements of a
principal’s role in:
 raising student achievement
 ensuring equity and excellence
 creating a school where quality
teaching and learning thrive
 meeting the needs of the
community
 helping to shape the wider
education system.
Leadership
“Leadership exists where people are no longer victims of
circumstances but participate in creating new
circumstances...
it’s not about position or power; it’s not about
accomplishments; it’s ultimately not even about what we do.
Leadership is about creating a domain in which human beings
continually deepen their understanding of reality and become
more capable of participating in the unfolding of the world.
Leadership is about creating new realities.”
(Senge, 1990, 2006)
The development of the Standard
o Informed by research and by existing leadership
standards and frameworks.
o Consulted stakeholders from all school sectors,
institutes and professional associations.
o Engaged an International Advisory Panel.
o Included feedback on draft standard from
stakeholders.
o Road tested standard through pilot studies
nationwide.
o Approved by Ministerial Council in July 2011.
Research base
o Leadership must be contextual, learning-centred and
responsive to the diverse nature of Australian schools
o The practices and competencies of leaders evolve as
leaders move through their careers
o Leadership is distributed amongst members of school
teams
o New models of leadership are emerging within and beyond
the school with a focus on system leadership
o A small handful of personal qualities and skills explain a
high proportion of the variation in leadership effectiveness
Excellence in school leadership
Context: School, sector, community: socio-economic, geographic: and education
systems at local, regional, national and global levels
The standard for principals : The role in action
Leadership requirements
Professional
practices
Vision
and
values
Knowledge
and
understanding
Personal
qualities,
social and
interpersonal
skills
Leading teaching and learning
Developing self and others
Leading improvement, innovation and change
Leading the management of the school
Engaging and working with the community
High quality
learning,
teaching
and
schooling
Successful
learners,
confident
creative
individuals
and active
informed
citizens*
Plan, review, respond model
The model captures the concept of continuous improvement
as well as the idea of different levels of learning – single,
double and triple loop.
Context
Assumptions
Plan & act
Review
outcomes
Change how
we do things
Change what
we do
Change how we
decide what to do
Respond
Model of professional practice
9
Using the Standard for analysis
o The Principal Standard offers a framework for professional
dialogue and problem solving.
o Using the scenario you have been given work in groups of
three, each taking a different role:
 The Principal – describes the situation and what they plan to
do about it.
 The stakeholder (teacher, parent, governor) – responds and
discusses with the Principal.
 The observer – captures which elements of the Standard are
being used and provides feedback at the end.
Why is the Standard so important?
o To :
 provide a framework for professional learning
 attract, develop and support principals
 guide self improvement and
assessment
 guide the management of
self and others
 communicate the role to
the wider community
Screengrab of Clearinghouse
13
How could you use the Standard?
o Look through your card pack which
offers “Ways to Use the Principal
Standard” and discuss and decide
where to place each card on the priority
matrix.
 do a quick evaluation initially
– i.e. don’t waste time in debate.
 remember that all ratings are
relative – not absolute.
 moderate your evaluations once all
the cards have been rated.
Prioritising the uses of the Standard
How can Principals use the Standard?
o As a framework for problem solving and strategic
planning.
o As a tool for self reflection.
o To identify areas for professional development.
o To coach middle and senior managers.
o To communicate the role to School Council and parents.
o To access relevant research and best practice:
 Clearinghouse on AITSL website
Commitment
o Take the Principal Standard postcard
from your pack and write down three
actions that you plan to take to use the
Standard or share it with others.
o This postcard is for you to take now, but
you can write and self-address a
duplicate postcard for us to send to
remind you, if you wish. Please hand this
to staff when you leave.
We need your help
o We are passionate about getting the standard at the heart
of every school.
o Could you:
 Work with local Principals to bring the Standard to life?
 Creatively use the Standard in your own school?
 Use the Standard with your P&C or school council to
lead school improvement?
o Your memory stick contains today’s slides & videos.
o Copies of all materials used are available when you leave.
Please take them to share.
“The future is not some place we are going to,
but one we are creating. The paths are not to
be found, but made, and the activity of making
them changes both the maker and the
destination”.
John Schaar - political theorist
aitsl.edu.au
principalstandard@aitsl.edu.au
(03) 9944 1200