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Leadership Behaviours - Executive Leaders

The following tables provide detailed behavioural descriptors for each of the six Leadership Capabilities at the Leadership Level of Executive. They are not exhaustive and seek to illustrate the types of the behaviours for each Capability grouped by level.

Live Your Faith

by ensuring Jesus is at the heart of all you do, giving witness to Catholic faith and setting an example of faith, hope and love in word and action

  • Leading strategic action to support spiritual formation of leaders and staff in schools
  • Publicly promoting and emphasising the values and principles that are integral to the Catholic Church and Catholic education
  • Developing and embedding quality pastoral care programs across System Schools
  • Ensuring the principles of social justice, equity and inclusivity are central to the policies and practices of System Schools

Engage and Work Collaboratively

by building and maintaining respectful relationships with students, colleagues, families, parish and external agencies and considering the impact actions and decisions have on others

  • Seeking of professional networks and external partnerships to support continuous school and system improvement in pedagogical practice and student outcomes
  • Partnering effectively with Diocesan, school communities and external partners to support student learning and wellbeing outcomes across the system

Develop Self and Others

by demonstrating commitment to building capacity through self-reflection, own professional learning, and through supporting the professional learning of others

  • Working towards an accountable school and system based professional culture focused on continual learning and improvement
  • Leading and facilitating the development of collaborative professional communities and the sharing of best practice within and between schools across the system
  • Ensuring clear policies and practices are in place for the recruitment, succession planning and the ongoing development of quality teachers and new and existing school and system leaders

Maintain Focus on Evidence and Impact

by identifying and implementing evidence-based strategies to deliver improved student outcomes and engage with the community to focus on what matters most

  • Analysing multiple sources of evidence to monitor progress towards system and school improvement targets and adjusting implementation as required
  • Ensuring coherency and a strategic focus on impact and improvement across the system
  • Modelling and leading schools in supporting staff to improve performance and in setting high expectations

Lead Improvement, Innovation and Change

by working purposefully to support a shared system and school vision and the delivery of improvement initiatives

  • Supporting Principals in best practice change leadership and strategic management to ensure a contemporary focus
  • Leading and promoting a shared vision regarding future schools and system direction and building support for continuous improvement and lasting change
  • Challenging the status-quo and encouraging others to be innovative in their practice to achieve System goals
  • Understanding and effectively managing the complexities of system change and the need to engage effectively with all stakeholders in the change process

Manage Resources Effectively

by implementing and supporting structures and processes that contribute to the effective management of school and system resources and policies

  • Aligning and realigning system resources to support priorities
  • Leading the development of system policies and practices to support enhanced student welfare and safe, responsive and harmonious teaching and learning environments
  • Leading planning and discussion on the long-term growth and sustainability of system schools
  • Leading system in ensuring a strong safety culture and effective management of risk