Building leadership capability series

This series of six workshops has been specifically designed for owners, leaders and aspiring leaders who are seeking build on their current understandings of key aspects of leadership and develop skills to implement them in practice. The series is structured around the Teaching Council’s (formerly Education Council) Educational leadership capability framework. The maximum benefit will be gained if leaders attend all six workshops in the series, however this is not a requirement as each event is designed to stand alone as a valuable addition to all leaders’ professional learning.

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1: Developing a professional learning culture

A professional learning culture “grows out of our deep professional desire to continue to develop our knowledge and practice and to maximise opportunities for learning.” (Australian Dept. Education, Employment and Workplace Relations, 2008).

This workshop examines strategies to build and sustain relational trust within your centre/organisation. It challenges some myths around how trust is developed and highlights the important role trust plays in having professional conversations that challenge and stretch practice. Participants will be supported to identify future actions they might take to establish and/or maintain a professional learning focus in their organisations.

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2: Leading culturally responsive practice

“Culturally responsive education recognizes, respects, and uses students’ identities and backgrounds as meaningful sources … for creating optimal learning environments.” – (The Knowledge Loom, 2008)

This workshop will support leaders to understand what culturally responsive practice, for all learners, looks like. It will support them to work with their teams to develop and sustain a shared understanding of culturally responsive, Tiriti-based practice. It will explore the ideas of cultural locatedness and unconscious bias and identify ways teachers might be encouraged to think critically about the curriculum provision in terms of cultural competence.

3: Strategic thinking and planning

“Being clear about the desired outcomes will help to inform the leader’s decision-making and ensure that any changes contribute to the strategic direction of the centre and the on-going development of teachers.” (Eames, Watson & Williams, 2013).

This workshop explores strategies for identifying and communicating what matters most in your centre or organisation. It will support you to think strategically about your systems (for example strategic planning and appraisal) and processes such as internal evaluation in order to keep your collective focus on improvements to teaching and learning.

4: Resourcing to achieve your vision and goals

“The active and purposeful engagement of the professional leader in fostering a culture of on-going improvement has significant impact on outcomes for children.” (Eames, Watson & Williams, 2013).

This workshop will discuss ways to optimise the use of centre resources (particularly time) to enable progress towards key strategic goals and working more efficiently and effectively. It will also explore how you might gain the most effect from PLD and appraisal so that teachers contribute to collective expertise and capability. The complexities of the leaders’ role in managing organizational change will be addressed.

5: Evaluating teaching practice

“Evaluating teaching is a process, not a single moment….To gain a true sense of our teaching—what’s working and what isn’t—takes a thoughtful and holistic approach.”– (University of Washington , 2018)

This workshop will build capability to evaluate teaching practice against your established priorities for children’s learning. It will share strategies to evaluate the effectiveness of teaching practice with a view to putting improvement-focused next steps in place.

6: Your own learning and wellbeing

“…all children deserve our best, whole self… it serves as a reminder that we – as a profession -should find ways to create time for self-care in our days.” (Anderson, 2015)

This workshop support leaders to prioritise time for their own revitalisation and renewal and to effectively support teacher wellbeing. It will also explore the importance of leaders giving attention to their own professional learning and to establishing robust networks of support.