DEVELOPING HIGHLY EFFECTIVE SCHOOL LEADERS
SCHOOL LEADERSHIP MATTERS TEACH FOR AUSTRALIA IS AN AMBITIOUS NON-PROFIT ORGANISATION HELPING TO BREAK THE CYCLE OF DISADVANTAGE THROUGH TEACHING AND LEADERSHIP IN EDUCATION. Effective school leadership is key to improving educational outcomes and is second only to classroom instruction among all school-related factors that contribute to student learning.1 Yet, over 35% of Australian principals report that they received no preparation for the role. Of those that did, only 50% of the leadership training undertaken was deemed to be adequate in relevance and quality.2
45% OF FELLOWS are working in regional, rural or remote communities.
While a high proportion of early career teachers see themselves as future leaders, this does not necessarily translate to a high number of teachers applying for school leadership positions.3
18%
TEACH TO LEAD ACCELERATES THE DEVELOPMENT OF EMERGING LEADERS WITHIN SCHOOLS SERVING LOW SOCIOECONOMIC COMMUNITIES, TO IMPROVE STUDENT AND SCHOOL OUTCOMES.
are teaching in Primary education
82%
Teach To Lead helps to turn ambition into reality. We identify teachers with leadership aspirations and provide them with professional development and tailored coaching that allows them to better understand and confidently move into leadership roles. The program is designed to build the skills that will influence and effect real change in schools that need the strongest leaders, to improve student outcomes.
OUR VISION IS OF AN AUSTRALIA WHERE ALL CHILDREN, REGARDLESS OF BACKGROUND, ATTAIN AN EXCELLENT EDUCATION.
are teaching in Secondary education
Lead 5 Principal class 15 Teachers 27 Positions of
responsibility
TURNING AMBITION INTO REALITY FELLOWS ARE DEDICATED AND AMBITIOUS LEADERS WHO HOLD HIGH STANDARDS FOR THEMSELVES, THEIR TEAMS AND THEIR STUDENTS. We work exclusively with emerging school leaders who work in a school serving a low socioeconomic community, with an ICSEA4 of less than 1000, and hold a leadership role or position of responsibility with a clear ability to affect student outcomes beyond their own classrooms5. We look for individuals who are focused on results, committed to addressing educational disadvantage, recognise the value in working with others and have growth mindsets about themselves and those around them.
9%
1 to 3 years of teaching experience
73%
4 to 9 years of teaching experience
18% More than 10 years of teaching experience
TAILORED PROFESSIONAL DEVELOPMENT THROUGH THE PROGRAM, FELLOWS COMMIT TO:
FELLOWS LEARN HOW TO:
•
12 days of highly interactive workshops, most of which take place outside of school hours, to limit time release;
•
individual coaching sessions every three to six weeks, receiving support and guidance through observation and feedback;
•
an impact initiative, working towards an individually-set goal to improve outcomes for their students or school; and
•
360 degree feedback surveys, receiving qualitative and quantitative feedback from their colleagues to measure their growth at the start and end of the program.
build a high-performing team, working towards a shared vision; lead sustainable change; communicate expectations and hold colleagues to account; observe teachers and deliver quality feedback, to support practice improvement; develop a strategic plan; use data to drive goal-setting, planning and action; coach individuals to develop; design and deliver high-impact professional development for teachers; lead challenging conversations; boost self-awareness; and build personal resilience.
• • • • • • • • • • •
IMPROVING LEADER AND TEAM EFFECTIVENESS FEEDBACK FROM PRINCIPALS
FEEDBACK FROM COLLEAGUES
FEEDBACK FROM FELLOWS
100%
83%
100%
believe that they have seen changes in the performance of the team led by the Fellow over the last year.
95%
would recommend the Teach To Lead program to others.
74%
believe that as a direct result of participating in Teach To Lead, the Fellow’s performance as a leader has improved.
said professional learning led by the Fellow had improved student learning in their classrooms, a jump from 55% at the start of the program.
75%
said the Fellow improved their teaching practices, compared to 57% at the start of the program.
46%
said that their knowledge of students and how they learn was improved by feedback from the Fellow, almost doubling from 24% at the start of the program.
say Teach To Lead has improved their leadership performance more than any other activity.
100%
would recommend their Leadership Coach to others.
88%
now feel well prepared for their current school leadership role, compared to only 44% at the start of the program.
“The Fellow has shown a more open mindset towards change.
“The quality of Teach To Lead is world class, whether it be
She looks more deeply for common ground and solutions.
the presenters or coaches, or their materials and frameworks.
She balances empathy with higher expectations of her team’s
It has given me a much deeper understanding of what it takes
performance.”
to be a highly effective school leader.”
teachtolead.org.au | info@teachtolead.org.au | +61 3 8640 4500
Teach To Lead is an initiative of Teach For Australia, supported by the Sidney Myer Fund and Gandel Philanthropy.
Teach To Lead is delivered in Victoria in partnership with the Victorian Department of Education and Training’s Bastow Institute of Educational Leadership. Teach To Lead is delivered in the Northern Territory in partnership with the Alice Springs Region of the Northern Territory Department of Education.
1
Leithwood, K., Day, C., Sammons, P., Harris, A. & Hopkins, D. (2006). Successful school leadership: what it is and how it influences pupil learning. National College for School Leadership and Department for Education and Skills research report, No. 800. 2
Organisation for Economic Co-operation and Development (OECD). (authors Hanushek, E. & Woessmann, L.) (2015). Universal Basic Skills: What Countries Stand to Gain. Paris, France: OECD Publishing. 3 Gronn, P. (2007). Grooming next-generation school leaders. In N. Dempster (ed.). The treasure within: leadership and succession planning. Canberra, Australia: The Australian College of Educators.
4
The Index of Community Socio-Educational Advantage (ICSEA) is a scale of socio-educational advantage that is calculated for all Australian schools. It allows comparisons to be made between schools based on the level of educational advantage or disadvantage that students bring to their academic studies. ICSEA values typically range from approximately 500 (representing schools with students with very educationally disadvantaged backgrounds) to about 1300 (representing schools with students with very educationally advantaged backgrounds). Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Guide to understanding 2014 Index of Socio-educational Advantage (ICSEA) values. Retrieved from https://acaraweb.blob.core. windows.net/resources/Guide_to_understanding_2013_ICSEA_values.pdf 5
For full program eligibility and selection criteria, visit: http://teachforaustralia.org/teach-to-lead/how-to-apply/