School Leadership: Personal and Symbolic Essay

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" (2005) Stated to be inclusive in these are the following characteristics:

risk-taking;

open-mindedness; optimism; confidence; decisiveness; reflectiveness; enthusiasm; perseverance; respect; courage; integrity; resilience; empathy. (Catholic Education Commission of Victoria, 2005)

The Catholic Education Commission of Victoria (2005) states that specific knowledge that is required to be in the repertoire of the school leader are those listed as follows: (1) the capacity to think creatively, build and communicate effective concepts that serve to inform actions; (2) the ability to think creatively and build and communicate concepts that inform action; (3) the ability to understand, rationalize and defend a point-of-view; (4) The ability to draw connections between the practical knowledge of experience and research-based, theoretical knowledge; and (5) The capacity to share and create knowledge with colleagues. (Catholic Education Commission of Victoria, 2005)

The Catholic Education Commission of Victoria (2005) states that the school leader requires a "bond of understandings that will inform their actions in all areas of the school's work' which includes knowledge of the following: (1) the core beliefs, understanding and principles of Catholic education; (2) the contribution of Catholic education to society; (3) the political, social, economic, legal and cultural contexts of learning; (4) pedagogy and educational theory; (5) curriculum planning and development; (6) the links between curriculum and formative and summative assessment; (7) evidence-based processes to support improvement; (8) modern technologies, their use and impact; (9) change processes and management; (10) school governance at various levels; (11) policy creation, consultation and review; (12) use and management of resources; and (13) environmental issues. (Catholic Education Commission of Victoria, 2005)

The development of the 'Framework' is stated to have had two primary purposes: (1) to encourage classroom teachers to consider movement into leadership positions; and (2) to make the provision of some insights into the "next stage of investigation which is concerned with judging the evidence against a standard of performance." (Catholic Education Commission of Victoria, 2005) The standards provide teachers "with a bridge from the classroom to school leadership" and as well as providing a guide to "areas of school life where they can provide teachers with leadership opportunities." (Catholic Education Commission of Victoria, 2005)

Stated to be applications of the standards framework are the following: (1) developing individual leadership plans by teachers aspiring to formal and informal leadership roles; (2) guiding annual review meetings; (3) reflecting tool for leadership teams; (4) guiding for cluster professional learning; and (5) as a common framework between schools that work together. (Catholic Education Commission of Victoria, 2005)

These standards further serve as a basis for acknowledging and certifying teachers for having met the standards.

SUMMARY & CONCLUSION

The NSW, DET leadership framework has five stated domains and these are similar in nature to the five key principles stated by the Catholic Education of Commission of Victoria in that the Personal Domain involves the first key principle in that this principle is stated as the need to have a purpose that is clear and that arises from the ethical standards of the individual. The second domain or the interpersonal domain necessarily involves the building and maintaining of relationships which is the second stated principles by the Catholic Education Commission of Victoria.

The Educational Domain necessarily involves the third key principle of understanding and managing the complexities of the change process and specifically the changes in attitudes and teaching practices.

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The Strategic Domain and the fourth key principle of the creation of shared knowledge certainly are compatible and finally the Organizational Domain and the fifth key principle stated by the Catholic Education Commission of Victoria of ensuring alignment of the structure and coherence of the organization have much the same meaning to leadership in the school in their application.

Both of these frameworks provide a reference point for school leadership in terms of the supports that are present to assist them in their leadership role and the measures by which their leadership of the school will be assessed. Although the Catholic Education Commission of Victoria has founded these principles and measures based in part upon religious beliefs the two leadership frameworks are in their essence very similar to one another in terms of the practical application of this framework in directing and assessing school leadership.

BIBLIOGRAPHY

Kimball, Steven Miller, Milanowski, Anthony, and McKinney, Sarah A. (2009) Assessing the promise of standards-based performance evaluation for principals: results from a randomized trial. Leadership and Policy in Schools. Volume 8 Number 3, July 2009; Pages 233 -- 263. Online available at: http://cmslive.curriculum.edu.au/leader/abstracts,58.html?issueID=11875#art28263

New South Wales Department of Education and Training (2006) Professional Learning and Leadership Development: School Leadership Capability Framework. Online available at: https://www.det.nsw.edu.au/proflearn/areas/sld/frameworks/slcf/slcf_more.htm

Personal Domain: School Leadership Capability Framework (2006) New South Wales Department of Education and Training. Professional Learning and Leadership Development. Online available at: https://www.det.nsw.edu.au/proflearn/areas/sld/frameworks/slcf/slcf_pers.htm

Interpersonal Domain: School Leadership Capability Framework (2006) New South Wales Department of Education and Training. Professional Learning and Leadership Development. Online available at: https://www.det.nsw.edu.au/proflearn/areas/sld/frameworks/slcf/slcf_inter.htm

Educational Domain: School Leadership Capability Framework (2006) New South Wales Department of Education and Training. Professional Learning and Leadership Development. Online available at: https://www.det.nsw.edu.au/proflearn/areas/sld/frameworks/slcf/slcf_edu.htm

Organizational Domain: School Leadership Capability Framework (2006) New South Wales Department of Education and Training. Professional Learning and Leadership Development. Online available at: https://www.det.nsw.edu.au/proflearn/areas/sld/frameworks/slcf/slcf_org.htm

Leadership in Catholic Schools: Development Framework and Standards of Practice (2005) Catholic Education Commission of Victoria and Australian Council for Educational Research. 2005.

Organizational Domain: School Leadership Capability Framework (2006) New South Wales Department of Education and Training. Professional Learning and Leadership Development. Online available at: https://www.det.nsw.edu.au/proflearn/areas/sld/frameworks/slcf/slcf_org.htm

Ibid

Ibid

Ibid

Ibid

Ibid

Ibid

Kimball, Steven Miller, Milanowski, Anthony, and McKinney, Sarah A. (2009) Assessing the promise of standards-based performance evaluation for principals: results from a randomized trial. Leadership and Policy in Schools. Volume 8 Number 3, July 2009; Pages 233 -- 263. Online available at: http://cmslive.curriculum.edu.au/leader/abstracts,58.html?issueID=11875#art28263

Ibid

Ibid

Ibid

Organizational Domain: School Leadership Capability Framework (2006) New South Wales Department of Education and Training. Professional Learning and Leadership Development. Online available at: https://www.det.nsw.edu.au/proflearn/areas/sld/frameworks/slcf/slcf_org.htm

Leadership in Catholic Schools: Development Framework and Standards of Practice (2005) Catholic Education Commission of Victoria and Australian Council for Educational Research. 2005

Ibid

Ibid

Ibid

Ibid….....

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