The Aspiring Principals Program

Target Audience

Candidates seeking entry to this program are staff currently employed as an assistant, deputy or vice principal in a Catholic school or members of the Catholic Education Office of Western Australia (CEOWA) employed in leadership positions who desire future appointment as a Catholic school principal.

Program Outline

The Aspiring Principals Program is designed to facilitate this process by affording participants the opportunity to engage in a two-year, 22-day professional learning journey. Year one focuses on the development of aspirant transactional (managerial) leadership knowledge and skill. Year two focuses on the development of aspirants as transformational and transcendental leaders.  

Year one: the Aspiring Principals Program orientation year

Aspirants are required to:   
  • Complete a 360-degree review of their leadership. The review process requires aspirants to complete 240 online questions regarding their leadership behaviors prior to program commencement. Additionally, aspirants are required to recruit eight data sources to respond to the same 240 online questions. Data source responses contribute to the development of aspirant leadership profiles

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  • Participate in three, hour-long meetings with an executive coach external to Catholic education. The coach will guide a goal-setting and achievement process to minimize areas of weakness and enhance strengths identified by the aspirant’s 360-degree leadership profile

  • Participate in 14 days of face-to-face professional learning (nine days during the term and five days during school holidays

  • Attend school board meetings as an observer and participate in school board sub-committees as appropriate (e.g. finance and/or Capital Development Planning sub-committees)

  • Participate in three discussions with practicing principals (one in each of Terms one, two and three)

  • Submit a leadership journal at the conclusion of the year (November). 

Year two: the Aspiring Principals Program enrichment year

Aspirants are required to:
  • Participate in eight days of face-to-face professional learning (four days during the term and four days during school holidays)

  • Participate in seven, hour-long meetings with an executive coach external to Catholic education. The coach will guide a goal-setting and achievement process to minimize areas of weakness and enhance strengths identified by the aspirant’s 360-degree leadership profile 

  • Work with their current principal, School Improvement Advisor and coach to select and conduct a QCS component review

  • Participate in four, full-day ‘Transforming leadership’ workshops 

  • Participate in a two-day, overnight retreat with a focus on health and wellbeing

  • Attend school board meetings as an observer and participate in school board sub-committees as appropriate (e.g. finance and/or Capital Development Planning sub-committee)

  • Participate in a Key Learnings Forum at the end of the program. This forum will be facilitated by the CEOWA program convener

  • Attend school board meetings as an observer and participate in school board sub-committees as appropriate (e.g. finance and/or Capital Development Planning sub-committee)

  • Participate in a Key Learnings Forum at the end of the program. This forum will be facilitated by the CEOWA program convener

  • Answer 240 online questions in December of the enrichment year to assist the development of a second 360-degree leadership profile. As part of this process, aspirants are required to recruit the same eight data sources used to complete their original profile. Using both profiles, aspirants are able to gauge how their leadership style has changed over the course of the program.

 

     

 

Program Structure and Components

This 22-day leadership program is facilitated over a two-year timeframe. Leadership program module content and activities have been mapped to the AITSL Australia Professional Standard for Principals, are based on the domains of the Leadership Framework for Catholic Schools in Western Australia (Catholic Identity, Community, Education and Stewardship) and the components of the Quality Catholic Schooling (QCS) school improvement tool.

The four domains of the Leadership Framework represent the significant action areas of Western Australian Catholic school leaders when promoting the educational mission of the Catholic Church and describe all activity that occurs within Catholic schools. QCS is the whole-school, self-review, planning and improvement tool used by leaders from all 163 Catholic schools in Western Australia when attempting to continuously improve all that they do.

Advanced Standing: University of Notre Dame Australia (UNDA)

Upon completion and submission of assessment tasks, participants receive two units of advanced standing for a UNDA Master of Education degree (Leadership & Management). Conditions apply.

Program Cost

The costs associated with facilitators, course materials, travel, accommodation, catering and relief teacher reimbursements are covered by the Catholic Education Commission of Western Australia.    

Accreditation Requirements

The accreditation required for entry to this program is Accreditation for Leadership. 

Program Information, Dates and Application Form

Click here for program information, program dates​ and application form​ (apply till Friday, 6 October 2017).

Application Due Date

TBC 

 

Enquiries

 

Please direct enquiries regarding this program to David Barras (APP Facilitator) on 0447201314 or david.barras@cewa.edu.au​ 

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