The Principal Induction Program positions new principals with the tools needed to lead with conviction,WRITES JENNI-LEE WILLIAMS.
Educational research shows there is a clear link between school leadership and student outcomes and that better school leadership is connected to improved student outcomes. Understanding ourselves and how we show up as a leader is a vital part of this journey.
In reviewing their seven claims of successful school leadership, Leithwood et al (2019) emphasised the importance of “a well-defined set of cognitive, social and psychological ‘personal leadership resources’” to enable school leaders to lead effectively.
"The opportunity to learn with a diverse range of new principals fosters friendship, rich discussion, and the opportunity to share practical school-based scenarios," Simon Herd, Principal, Medowie Christian School.
Aligned to the Australian Professional Standard for Principals, the Principal Induction Program encompasses the broad range of skills and capabilities required by principals, starting with leadership purpose and vision. The Clifton Strengths Finder Survey gives participants an insight into their personal strengths and how they can use them daily in their roles.
Working with a series of experts in the field of educational leadership, new principals will look at current and emerging issues for independent schools, governance, finance, risk and legal issues as well as leading improvement, innovation and change. In addition, you will gain an understanding of the Adaptive Leadership framework and how to manage the media in the event of a critical incident.
Graduate of the Principal Induction Program Simon Herd, Principal of Medowie Christian School says the program has provided him with rich leadership skills, practical tools, and a network to other principals at the same stage of their careers.
“The AIS Leadership Centre provides new principals with world-class learning in the Principal Induction Program. The opportunity to learn with a diverse range of new principals fosters friendship, rich discussion, and the opportunity to share practical school-based scenarios," Mr Herd says.
"Having completed an MBA and two other masters degrees, I found the quality of the presenters outstanding in challenging us to think beyond the immediate and to develop a growth mindset. To position new principals to lead with conviction into the future, I highly recommend this program.”
Day, C., Gu, Q. & Sammons, P. (2016) The impact of leadership on student outcomes: how successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52 (2). pp. 221-258. ISSN 1552-3519.
Leithwood, K., Harris, A., & Hopkins, D. (2019). Seven strong claims about successful school leadership revisited. School Leadership & Management, 1-18. doi:10.1080/13632434.2019.1596077
Leithwood, K., Seashore Louis, K., Anderson, S. & Wahlstrom, K. (2004). Review of Research: How leadership influences student learning. Commissioned by The Wallace Foundation.
Robinson, V. (2007), School Leadership and Student Outcomes: Identifying what works and why. ACEL Monograph Series, Number 41, October 2007