SENIOR LEADER

A commitment to growth takes time, effort and mutual support.” “Important achievements require a clear focus, all-out effort, and a bottomless trunk of strategies plus allies in learning.
— Dweck, C. S. (2006)

The Senior Leader in PGiA is the school Principal, Head of Unit or Director/Associate Director who has overall responsibility for the strategic and operational direction of the area. The Senior Leader leads the use of PGiA as a framework to develop a performance growth culture by modelling it’s use for the community so that teachers seek to know the impact they have on students they teach and staff seek to know the impact they have on services they provide. Senior Leaders do this by:

  • Ensuring staff understand their context including the strategic system, directorate/school and team goals and priorities and how they align with collective (usually within a professional learning plan) and individual performance goals.

    • In leading the strategic direction the Senior Leader outlines what is the required for collective improvement based on the key improvement areas in the Annual Improvement Plan. These areas become areas for collective goals in an individuals Performance Growth Plan. The Senior Leader may also have to outline the PGiA process and expectations if it is new to staff.

  • Ensuring all staff have an up to date role description to assess performance in order to develop targeted goals. Remembering that teachers will use the Australian Professional Standards for Teachers as their performance measure and Office roles will use the SCS Capabilities Framework.

  • Ensuring all staff have a PGiA Leader and Peers who will work collaboratively with them to assess their performance in role.

  • Ensuring time is provided for all staff to learn and grow in role.

  • Valuing learning in role and enabling opportunities for learning that addresses individual and collective learning needs aligned to the 70:20:10 approach:

    • Includes opportunities for collaborative enquiry, peer observation and feedback

    • Has a practical application to the work

    • Has a requirement for Individuals to change an aspect of practice and collect evidence of learning and impact on students or improvement in services

    • Includes opportunities for reflection on learning, challenging and extending performance tasks and growing professionally.

  • Reviewing and approving performance growth plans with the delegated PGiA Leader.

  • Reviewing portfolio evidence and endorsing an Individual’s performance growth once per year.