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Leadership Behaviours - Senior Leaders

The following tables provide detailed behavioural descriptors for each of the six Leadership Capabilities at the Leadership Level of Senior. 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

  • Building a harmonious community and leading faith formation initiatives for staff, students and in support of Diocesan initiatives for families attending system schools
  • Providing leadership as CSO and system staff in the integration of Catholic values across school life and the curriculum
  • Ensuring quality pastoral care programs are in place to support families in the education, moral and faith formation of their children
  • Embedding principles of social justice, equity and inclusivity within the policies and practices of School and/or CSO

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

  • Actively engaging with other school communities and professional networks to build effective learning communities and promote Catholic education and best practice exemplars within the Diocese
  • Forming effective partnerships with the CSO and system school communities, parent and parish groups, business and industry where appropriate

Develop Self and Others

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

  • Developing leadership capacity through use of professional standards to build a culture of shared learning and ownership for continuous improvement in teacher expertise and student learning outcomes
  • Supporting all staff to develop leadership capacity through facilitating an effective professional learning community with a strong wellbeing culture
  • Supporting school staff in developing leadership capacity through facilitating effective continuing professional learning and effective management of the PP&D process

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

In partnership with the school community and CSO staff, working to improve student outcomes through:

  • Critical analysis of data to ensure strategic alignment, accountability and compliance with CSO delegations and governance requirements
  • Using multiple sources of evidence to monitor progress towards school and system improvement targets and adjusting implementation as required
  • Modelling timely support for and management of performance issues and difficult conversations

Lead Improvement, Innovation and Change

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

  • Creating opportunities for people to innovate and empowering people to take on new challenges
  • Providing strong leadership and direction to deliver on initiatives that make a real difference to Diocesan schools
  • Working with school and CSO staff to encourage innovation and facilitate sustainable long-term change in the school and CSO
  • Ensuring knowledge of change concepts and building staff capacity in best practice change management and stakeholder consultation

Manage Resources Effectively

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

  • Planning and prioritising to optimise the operation of the CSO and school through efficient management of available resources
  • Leading the development and implementation of system and school policies and practices to support enhanced student welfare and a safe, responsive and harmonious teaching and learning environment
  • Leading school in data informed review processes ensuring a whole school approach to improving student outcomes
  • Building a strong school safety culture whereby risk management and safety considerations are front of mind in all school planning