(Catholic Education Commission of Victoria, 2005)
The Catholic Education Commission of Victoria (2005) states that specific knowledge that is required to be in the repertoire of the school leader are those listed as follows: (1) the capacity to think creatively, build and communicate effective concepts that serve to inform actions; (2) the ability to think creatively and build and communicate concepts that inform action; (3) the ability to understand, rationalize and defend a point-of-view; (4) The ability to draw connections between the practical knowledge of experience and research-based, theoretical knowledge; and (5) The capacity to share and create knowledge with colleagues. (Catholic Education Commission of Victoria, 2005)
The Catholic Education Commission of Victoria (2005) states that the school leader requires a "bond of understandings that will inform their actions in all areas of the school's work' which includes knowledge of the following: (1) the core beliefs, understanding and principles of Catholic education; (2) the contribution of Catholic education to society; (3) the political, social, economic, legal and cultural contexts of learning; (4) pedagogy and educational theory; (5) curriculum planning and development; (6) the links between curriculum and formative and summative assessment; (7) evidence-based processes to support improvement; (8) modern technologies, their use and impact; (9) change processes and management; (10) school governance at various levels; (11) policy creation, consultation and review; (12) use and management of resources; and (13) environmental issues. (Catholic Education Commission of Victoria, 2005)
The development of the 'Framework' is stated to have had two primary purposes: (1) to encourage classroom teachers to consider movement into leadership positions; and (2) to make the provision of some insights into the "next stage of investigation which is concerned with judging the evidence against a standard of performance." (Catholic Education Commission of Victoria, 2005) The standards provide teachers "with a bridge from the classroom to school leadership" and as well as providing a guide to "areas of school life where they can provide teachers with leadership opportunities." (Catholic Education Commission of Victoria, 2005)
Stated to be applications of the standards framework are the following: (1) developing individual leadership plans by teachers aspiring to formal and informal leadership roles; (2) guiding annual review meetings; (3) reflecting tool for leadership teams; (4) guiding for cluster professional learning; and (5) as a common framework between schools that work together. (Catholic Education Commission of Victoria, 2005)
These standards further serve as a basis for acknowledging and certifying teachers for having met the standards.
SUMMARY & CONCLUSION
The NSW, DET leadership framework has five stated domains and these are similar in nature to the five key principles stated by the Catholic Education of Commission of Victoria in that the Personal Domain involves the first key principle in that this principle is stated as the need to have a purpose that is clear and that arises from the ethical standards of the individual. The second domain or the interpersonal domain necessarily involves the building and maintaining of relationships which is the second stated principles by the Catholic Education Commission of Victoria.
The Educational Domain necessarily involves the third key principle of understanding and managing the complexities of the change process and specifically...
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