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The Executive Leadership Diagnostic Instrument This document is based on the NSW School Leadership Capability Framework © State of NSW, Department of Education and Training Professional Learning and Leadership Development Directorate 2007

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Page 1: The Executive Leadership Diagnostic Instrument - Schoolsiserconnectedlearning.wikispaces.com/file/view/Executive... · The Executive Leadership Diagnostic Instrument ... Effective

The Executive Leadership Diagnostic Instrument

This document is based on the NSW School Leadership Capability Framework

© State of NSW, Department of Education and Training Professional Learning and Leadership Development Directorate 2007

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© State of NSW, Department of Education and Training Professional Learning and Leadership Development Directorate 2007

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THE EXECUTIVE LEADERSHIP DIAGNOSTIC INSTRUMENT RATIONALE Effective school leaders model lifelong learning and facilitate the learning of other members of the school learning community. To be an effective school leader it is important to reflect on practice and to capitalise on your strengths in different situations. Deciding what to develop and where to spend your energy is a critical part of leadership and requires individual analysis of strengths and areas for further development. PURPOSE The purpose of the Executive Leadership Diagnostic Instrument is to assist you in thinking about and planning for your growth as a school leader. This process of individual needs analysis and development planning is not meant to be all-inclusive. Rather it is a process which provides you with a range of tools to assist you in designing your professional learning. The Executive Leadership Diagnostic Questionnaire and Summary tools are part of this process and in this program will be used as a 360° diagnostic instrument. Self-analysis and feed-back from others then provide the basis for planning your individual professional learning. You retain ownership of the information. You may wish to use this information to discuss your professional learning planning with your school principal and/or immediate supervisor and trusted colleagues. It is recommended that you engage in further leadership analysis at a later time to gauge the progress you have made in achieving your goals.

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© State of NSW, Department of Education and Training Professional Learning and Leadership Development Directorate 2007

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THE DIAGNOSTIC PROCESS The extent to which the diagnostic process of analysis and self-development will be of value depends on the rigour with which the process is undertaken. The process will be useful only if you take time to reflect critically. To help identify the knowledge, understanding, attitudes, skills and personal qualities that you may want to focus on in your professional learning, you need to assess where you currently stand in relation to the capabilities outlined in School Leadership Capability Framework.

Different people will have different leadership goals. You may wish to be the best you can be in your current role or you may wish to seek further promotion. What are your leadership goals? In what areas do you need to develop to be able to achieve them? Role statements, duty statements, position criteria and the advice provided by colleagues and your supervisor may help you when determining these requirements.

Where do I want my learning to go? 1. Individual

Goals Where do I want my learning to go.

1 Individual Goals Where do I want my learning to go?

4 Individual Plans How do I get there?

2. Individual Profile Where am I now?

3. Individual Learning What do I need to get there?

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© State of NSW, Department of Education and Training Professional Learning and Leadership Development Directorate 2007

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As you respond to the questions in the Executive Leadership Diagnostic Questionnaire, reflect on the skills and knowledge you have gained through professional learning programs and workplace learning experiences. You need to identify your current capabilities and examine evidence of your performance in relation to the School Leadership Capability Framework and other key documents. The Executive Leadership Diagnostic Instrument is attached.

From your individual goals and your questionnaire:

• identify and document areas of strength and prior learning, using the Executive Leadership Professional Planning Guide

• establish the areas for further learning which may be required.

Regular reflection on your learning throughout this program and your on-going development of the Executive Leadership Professional Planning Guide will enable you to identify professional learning to address your needs. This allows you to effectively develop an Executive Leadership Professional Learning Plan (see questions and sample proforma). To assist you in this process you might like to seek support from colleagues, supervisors and/or a mentor.

Where am I now? 2. Individual

Profile Where am I now?

What do I need to get there?

3. Individual Learning What do I need to get there?

How do I get there? 4. Individual

Plans How do I get there?

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© State of NSW, Department of Education and Training Professional Learning and Leadership Development Directorate 2007

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School Leadership Capability Framework

For further information about the School Leadership Capability Framework https://www.det.nsw.edu.au/proflearn/areas/sld/frameworks/index.htm

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© State of NSW, Department of Education and Training Professional Learning and Leadership Development Directorate 2007

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INSTRUCTIONS FOR USING THE INSTRUMENT The Executive Leadership Diagnostic Instrument contains four tools designed to help you identify areas for professional learning, summarise the results and prepare your professional learning plan. Tool 1 The Executive Leadership Diagnostic Questionnaire

• Please consider each statement about the domains of the School Leadership Capability Framework in terms of how well you demonstrate these capabilities in your performance at school.

• Place a tick in the relevant box against each statement in the Executive Leadership Diagnostic Questionnaire to indicate how well you demonstrate these capabilities. Consider evidence of these capabilities for each domain and write this in the “Evidence” column.

• Invite up to four of your colleagues to complete the Executive Leadership Diagnostic Questionnaire in relation to your performance.

• You should choose at least one colleague from a higher leadership position, one at the same level as yourself, and one whom you supervise.

• Encourage your colleagues to use the “Evidence” column on each page. These comments and suggestions are usually of great value.

Tool 2 Executive Leadership Diagnostic Summary

• Transfer your own responses and your colleagues’ responses onto the Executive Leadership Diagnostic Summary.

• Compare the results by examining the pattern for each domain. You can identify strengths and areas for development by the frequency of responses.

Tool 3 Executive Leadership Planning Guide

• Record, in each domain on the Executive Leadership Planning Guide, the statements that indicate the areas of strength and areas in which you need to gain further experience.

Tool 4 Executive Leadership Professional Learning Plan

• The Executive Leadership Planning Guide will help you to prepare your individual Executive Leadership Professional Learning Plan before the Sharing Conference.

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TOOL 1 – EXECUTIVE LEADERSHIP DIAGNOSTIC QUESTIONNAIRE Please tick the relevant box against each statement to indicate how well you demonstrate capabilities in this domain (consistently, sometimes, rarely). Domain 1: Personal

How well are these capabilities demonstrated in performance?

Cons

isten

tly

Som

etim

es

Rare

ly

Evidence

Professional values and ethics P1 Maintaining commitment to ethical values

and professional practice at all times

P2 Acting as a positive role model for others

P3 Displaying respect, knowledge and understanding of the school’s social, ethnic, cultural and religious backgrounds

Personal strengths and commitment to ongoing personal and professional development P4 Remaining calm under pressure and

managing emotions

P5 Nurturing a sense of humour and maintaining a balanced perspective

P6 Displaying resilience in recovering quickly from adversity and setbacks

P7 Accepting constructive feedback, reflecting upon and acting on this feedback

P8 Managing personal time, effectively prioritising and delegating

P9 Acting to resolve conflicts appropriately

P10 Understanding personal strengths and development needs as a school leader

P11 Taking calculated risks and implementing new projects with confidence

P12 Maintaining a healthy work life balance and ensuring emotional and physical wellbeing

P13 Designing and implementing a plan for future personal and professional development

Decision-making and judgement P14 Gathering and evaluating information

thoroughly before making a decision

P15 Acting decisively when necessary

P16 Considering the impact of decisions on others and on current systems before acting

P17 Investigating the real cause of a problem and working to resolve it

P18 Recognising and appreciating complex relationships

Comments on “personal”

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EXECUTIVE LEADERSHIP DIAGNOSTIC QUESTIONNAIRE Domain 2: Interpersonal

How well are these capabilities demonstrated in performance?

Cons

isten

tly

Som

etim

es

Rare

ly

Evidence

Effective communication I1 Using active listening and questioning

skills effectively to ensure understanding and to clarify issues

I2 Providing personal, public recognition and praise within the faculty and beyond

I3 Expressing ideas logically and fluently, adapting style to suit the needs of different audiences

I4 Providing constructive and professional feedback within the faculty and beyond

I5 Using appropriate communication technologies effectively

Productive relationships I6 Creating a climate of mutual trust, respect

and support

I7 Demonstrating effective mediation, negotiation and conflict resolution skills

I8 Recognising and acknowledging everyone as an individual with their own qualities and strengths

I9 Building cohesive, collaborative teams

I10 Utilising the diverse skills and talents within the faculty and beyond

I11 Providing constructive feedback to work colleagues and others in a context of mutual professional respect

I12 Delegating authority and responsibility for key tasks and ensuring appropriate support

I13 Encouraging parent and other stakeholder participation

I14 Developing and encouraging supportive learning networks

Inspiring others I15 Motivating different groups with differing

needs and expectations

I16 Publicly celebrating student and staff achievement

I17 Using a range of strategies that engage all staff in the school’s programs and policies

I18 Maintaining visibility and devoting time to interact with students, staff and community

Comments on “interpersonal”

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EXECUTIVE LEADERSHIP DIAGNOSTIC QUESTIONNAIRE Domain 3: Educational

How well are these capabilities demonstrated in performance?

Cons

isten

tly

Som

etim

es

Rare

ly

Evidence

Pedagogical knowledge E1 Displaying high level understanding of the

conditions that promote quality teaching and learning

E2 Articulating an informed and cohesive philosophy of learning and teaching

E3 Clearly articulating the links between curriculum, assessment and pedagogy

E4 Demonstrating expert knowledge of current international and national perspectives on curriculum, assessment and pedagogy

Pedagogical application E5 Demonstrating skills to promote, identify and

evaluate quality classroom practice

E6 Implementing high leverage strategies that align curriculum, teaching and learning, assessment and reporting

E7 Supporting faculty members in implementing quality teaching and learning

E8 Utilising and integrating ICT into teaching and learning programs and assessment and reporting processes

Building an environment that maximises student learning E9 Creating a safe and happy learning

environment

E10 Developing systems to support student learning, development and behaviour

E11 Modelling and promoting respect for the diversity of student backgrounds, experiences, developmental needs and learning approaches

E12 Incorporating current learning research to embed continuous improvement in teaching and learning programs

E13 Developing a strong culture of student leadership and decision-making

Building learning communities E14 Developing and contributing positively to

team-based programs

E15 Applying best practice in adult learning and critical reflection to help others in the workplace

E16 Participating actively in teaching and learning networks in and between schools

E17 Participating in action research projects and using findings to improve school practices

Comments on “educational”

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EXECUTIVE LEADERSHIP DIAGNOSTIC QUESTIONNAIRE Domain 4: Strategic

How well are these capabilities demonstrated in performance?

Cons

isten

tly

Som

etim

es

Rare

ly

Evidence

Building school vision and culture S1 Articulating and modelling constantly the

school vision

S2 Fostering a culture of continuous improvement

Strategic planning S3 Contributing to whole school strategic

planning

S4 Using effective change strategies within the faculty to achieve continuous improvement in staff and student learning

S5 Gathering data from a variety of sources to inform planning

S6 Demonstrating an ability to think and plan creatively and strategically

S6 Developing faculty programs in a collaborative manner

Building leadership S7 Negotiating and implementing a variety of

supportive leadership development strategies

S8 Establishing and maintaining processes to develop teacher and student leadership

Advocacy S9 Promoting school and public education at

every opportunity

S10 Acting as an advocate for students, staff and parents

S11 Engaging the support of students, parents and the community

Comments on “strategic”

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EXECUTIVE LEADERSHIP DIAGNOSTIC QUESTIONNAIRE Domain 5: Organisational

How well are these capabilities demonstrated in performance?

Cons

isten

tly

Som

etim

es

Rare

ly

Evidence

Operating effectively within a regulatory and organisational framework O1 Designing, implementing, and evaluating

plans, policies and procedures to ensure alignment with syllabus and system requirements

O2 Reporting regularly on the faculty’s performance and on improvements in targeted areas

O3 Understanding the role of risk management and legal responsibilities related to school operations

Personnel O4 Negotiating and implementing processes

and programs to develop professional skills and capabilities of faculty staff

O5 Developing and implementing initiatives to facilitate and enhance faculty staff wellbeing

O6 Maintaining effective processes to support and monitor faculty staff performance

O7 Negotiating and implementing processes to ensure faculty staff meet accreditation and accountability requirements

O8 Demonstrating appropriate understanding of industrial relations issues and processes

Management of resources to achieve goals O9 Ensuring an effective management cycle to

facilitate data analysis, planning, budget allocation and accountability

O10 Participating in the management of curriculum organisation, educational programs, resource management or school finance

O11 Using ICT effectively to communicate and perform key work functions

Managing systems and processes O12 Setting and justifying priorities in areas of

responsibility

O13 Ensuring opportunities for critical reflection, monitoring and reviewing of teaching practice

O14 Developing and communicating clear statements regarding structures, processes, delegations, roles, responsibilities and accountabilities within areas of responsibility

O15 Ensuring clear accountabilities are evident in all documentation

Comments on “organisational”

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TOOL 2 – EXECUTIVE LEADERSHIP DIAGNOSTIC SUMMARY

This tool allows you to summarise then compare the responses on the Executive Leadership Diagnostic Questionnaire completed by you and your colleagues. You can do this comparison by shading in the relevant rows where you have been rated as “consistently” demonstrating this capability. This will summarise your capabilities and you will be able to analyse the results by looking for patterns of responses in each domain. Question numbers (P1 to O19) refer to the question numbers for domains in the Executive Leadership Diagnostic Questionnaire.

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EXECUTIVE LEADERSHIP DIAGNOSTIC SUMMARY Domain 1: Personal Question number

Self Respondent 1 Respondent 2 Respondent 3 Respondent 4

P1

P2

P3

P4

P5

P6

P7

P8

P9

P10

P11

P12

P13

P14

P15

P16

P17

P18

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Domain 2: Interpersonal Question number

Self Respondent 1 Respondent 2 Respondent 3 Respondent 4

I1

I2

I3

I4

I5

I6

I7

I8

I9

I10

I11

I12

I13

I14

I15

I16

I17

I18

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Domain 3: Educational Question number

Self Respondent 1 Respondent 2 Respondent 3 Respondent 4

E1

E2

E3

E4

E5

E6

E7

E8

E9

E10

E11

E12

E13

E14

E15

E16

E17

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Domain 4: Strategic Question number

Self Respondent 1 Respondent 2 Respondent 3 Respondent 4

S1

S2

S3

S4

S5

S6

S7

S8

S9

S10

S11

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Domain 5: Organisational Question number

Self Respondent 1 Respondent 2 Respondent 3 Respondent 4

O1

O2

O3

O4

O5

O6

O7

O8

O9

O10

O11

O12

O13

O14

O15

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TOOL 3 – EXECUTIVE LEADERSHIP PLANNING GUIDE This tool is a planning guide. Please record in each domain on the Executive Leadership Planning Guide, the statements that indicate areas of strength and areas in which you need to gain further experience. You can identify your strengths and areas for development by referring to the responses and the evidence cited in each domain in the Executive Leadership Diagnostic Summary.

Strengths Areas for further development

Domain: Personal

Domain: Interpersonal

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Strengths Areas for further development

Domain: Educational

Domain: Strategic

Domain: Organisational

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TOOL 4 – EXECUTIVE LEADERSHIP PROFESSIONAL LEARNING PLAN When developing your Executive Leadership Professional Learning Plan you need to consider the ways you can:

• identify opportunity within your present position • access the expertise of experienced colleagues • locate relevant reference material • identify professional learning opportunities • shadow a colleague • relieve in a school position at a higher level.

As you develop your plan you may need to ask the following questions:

• What will I do? • How will I do it? • Who will I involve? • Where will I undertake the learning? • When will I undertake the learning? • How will I monitor and evaluate my progress? • What do I need to do this? • What specific help and support do I need?

It is anticipated that you will monitor your progress and document your learning through critical reflection and share this reflection with your supervisor. To assist you in this process you might like to seek support from:

• colleagues • supervisors • a mentor

You can consult other resources at the Professional Learning and Leadership Development Directorate website: https://www.det.nsw.edu.au/proflearn/index.htm

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PREPARING AN EXECUTIVE LEADERSHIP PROFESSIONAL LEARNING PLAN What is an Executive Leadership Professional Learning Plan? The Executive Leadership Professional Learning Plan is a tool to map out and plan an individual professional learning program over a specific period of time. The process allows you to analyse needs, set specific short and long-term goals, and decide the opportunities which best meet those needs and goals. It promotes the concept of lifelong learning, with an emphasis on monitoring and review. The Executive Leadership Professional Learning Plan provides a framework for prioritising development needs and planning professional learning experiences to meet those needs within a specified timeframe. It is a record of learning experiences designed to meet particular goals and provides a systematic process for aligning development with both individual and organisation goals. Planning process overview The planning process is a six step process that involves:

Step One Determine short and long-term leadership professional goals

Step Two Develop an individual professional profile

Step Three Determine professional learning opportunities

Step Four Develop the plan

Step Five Take action

Step Six Monitor progress

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