11.1 WHERE TO GO NEXT?

The first thing to do when thinking of "Where to go next and how to get there" is: Stop and have a good hard look at what you are doing and where you are at present. Think about what you had planned to do at your present school and your leadership style. What goals did you set yourself and the school and to what degree have these been met? If you feel that what you set out to do has been achieved or is well on the way to being so, it may be time for you to think about "where to go next"?

What are the options? There are quite a few depending on your personal preferences and willingness to think laterally.

1. Promotion This is the preferred option for most small school principals. Most principals running a small school feel that they have developed the skills required to successfully manage a larger school environment. However, in this preferred option, competition is fierce. Not only are you jockeying for positions against other small school principals, but also against Executive Teachers, Assistant Principals and Deputy Principals. These colleagues may have many more years experience, which may be seen as an advantage by some interview panels.

2. Lateral Move. This is relevant to those who are in smaller PP5s and 6s. It may be worthwhile moving to a school of the same classification but larger in student and/or staff numbers. This will allow you to develop more of the skills required for a larger school eg supervision of staff, delegation of duties.

3. Executive Roles. It may be advantageous to consider applying for executive positions in larger schools. While this may not seem palatable to some, it allows you to develop some of the core skills which are needed to effectively administer a larger school. The positions could include Executive Teacher, Assistant Principal or Deputy Principal. These positions usually allow you to have some "hands on" running of the school when other executive are away.

So there are some options. Now the important question....

How do you get there?

11.2 Leadership Training

One aspect that will enhance your opportunities for promotion is your demonstrated dedication towards participation in professional development activities - especially those which further your leadership roles and skills.

11.2.1. Self-directed Training and Development

Consider the following opportunities to enhance your skills and demonstrate to your supervisor your willingness and enthusiasm for self improvement:

• Mentor programs - establish formal links with a colleague or supervisor with whom you can honestly discuss your professional strengths and weaknesses. Establish a regular contact/meeting schedule with this mentor.
• Transfer of duty days - investigate the potential to have regular transfer of duty days with larger schools to broaden your experiences. It may be possible to conduct a shadow program with a principal in a larger school
• Relieving principal's register - approach your superintendent about being placed on the relieving principal's register
• Associations - join your state and district level associations
• Joint-school initiatives - organise joint KLA days and other combined activities with neighbouring schools. This will demonstrate your ability to organise larger groups of students and other staff/principals
• Committees - seek leadership positions in professional and community based organisations. Be active and be known.

  Talk to your colleagues and work toward your goals together

  11.2.2 Formal Training and Development

  There are a number of courses available through District Office and Training and Development Directorate. Each year a prospectus of T & D leadership courses is given to schools. In these there are many varied courses which develop leadership styles and skills. In addition local Primary Principal Councils are also investigating holding professional development programs.

  It is advisable that you contact your District Office or local NSWPPA.

  A sample of the Leadership Training courses offered by the Department of School Education are outlined below:

  1 PRINCIPAL AND SCHOOL DEVELOPMENT PROGRAM

  This is a school and individual program based on collegiality (teams of 8-10) and action research with systems research. The program operates over a year in four phases. Aimed at principals from K-12 schools, the program looks at school leadership and management, school improvement and action research.

   

  2 TEAM LEADERSHIP COURSE

  This course is multi-phased and school based. Its focus is on problem solving, continuous improvement and team learning and is developed around a school project focusing on professional development. The Team Leadership Course provides school executive K-12 with an enhanced ability to develop and lead teams within the school.

   

  3 CERTIFICATE OF SCHOOL LEADERSHIP AND MANAGEMENT

  This is a university accredited multi-phased program. Major focus areas for the course are:

  • Issues in school leadership and management
  • The School/Community Partnership
  • Human Resource Management
  • Curriculum Leadership
  • Strategic School Leadership
  • School Financial Management
  • Managing Technological Change
  • Quality school Management

  Contact your SEOII - Training & Development regarding available courses.

  You should also look at the courses offered by various Higher Educational Institutions in the area of Leadership.

   

  11.3 Professional Competencies

  It is important that you are aware of your own ability in the classroom and as an administrator. The "Professional Competencies Framework for P5 and P6 Principals" has been developed by a working party of small school principals of Dubbo District to assist the small school principal identify their skills and competencies. The framework is divided into 8 areas of competence.

  (i) Teaching and Learning
  (ii) Curriculum
  (iii) Communication
  (iv) Organisation, Administration and Management
  (v) Educational and Cultural Leadership
  (vi) Reflection and Evaluation
  (vii) Professionalism
  (viii) Training and Development
  

  REFERENCES: Support Handbook for First-Time Principals, T & D Directorate, 3a Smalls Ryde School Leadership Strategy - NSW Department of Education and Training 1998

  11.4 APPLYING FOR A NEW POSITION

  11.4.1 Documentation

  Your most important references when applying for a new position are the NSW Department of School Education Personnel and Employee Relations Directorate publications "Promotion and Transfer Procedures for Teachers" and "Merit Selection Procedures Manual". You should also be aware that there are different application forms to be completed for different positions.

  For example: Form AP1: Application for Advertised Principal Position Form TRF1: Application for Transfer or Lateral Appointment Form AE1: Application for Advertised Executive Staff (other than Principal) position

  As these forms are frequently updated, you should ensure that you obtain copies of the latest documents and the appropriate forms from your district office.

  Additional information is available in the NSW Teachers Federation publication "The new staffing system" (September 1997).

  11.4.2 What do I do before a position is advertised?

  • commence or update records of achievements relating to the general selection criteria for advertised positions.
  • talk to a mentor (preferably your supervisor) about your goals; ask your district superintendent if your aspirations are realistic.
  • plan developmental activities which will help you achieve your next career goal (Section 11)
  • approach three referees who know your strengths and will provide support (your first referee must be your district superintendent)

   

  11.4.3 What do I do when the position I want is advertised?

  • read the advertisement carefully to determine the specific position criteria
  • contact the convenor to clarify all aspects of the position and the application process
  • ask for additional documentation such as the Management Plan, Annual Report budgets and parent information booklet or prospectus
  • write statements to support the specific selection criteria
  • contact supervisor and referees to discuss the position criteria and your suitability for the position
  • send copies of supporting statements to referees

   

  11.5 WRITING AN EFFECTIVE APPLICATION

  Application statements addressing the general and the specific criteria for the advertised position must clearly establish why you are the best person for the advertised position.

  You should contact the convenor to clarify all aspects of the position and the application process.

  You must identify the specific selection criteria for the position from the advertisement and write the supporting statements under these headings. Make the headings bold so that they stand out.

  Ensure that your statements specifically address these criteria. This is not a Curriculum Vitae. The panel are not interested in your life history, but your demonstrated ability to meet the advertised criteria.

  Statements should stress your leadership qualities and be:

  • clearly written and succinct
  • well laid out and easy to read
  • strictly relevant to the criteria
  • action/outcome based to demonstrate issues faced which relate to the criteria, actions taken and outcomes achieved
  • written using action verbs

  Figure 11.1: Action Words for Applications

  Put the things you have done in the best light by using the strongest words you can, while still remaining within the bounds of honesty.

  achieved activated addressed administered authored awarded catered collaborated completed contributed coordinated committed communicated convened defined delegated delivered devised developed elected

  emphasised empowered enabled enhanced ensured enthused established evaluated implemented improved inducted informed initiated introduced invited involved led liaised managed motivated

  negotiated nominated organised originated planned prepared presented published received reflected represented responded restructured reviewed revised shaped shared structured supported wrote

  Example Application Process

  There are many different styles that can be used in an application. The following example is used to provide some basic principles to be considered in any application.

  Addressing the General Criterion:
  Capacity to promote the participation of the school community in developing and achieving the school's goals and purposes

  Sample Applicant's Response:

  Strong, effective communication skills and understanding of the principles of negotiation as evidenced by:

   

  • established inaugural school council
  • initiated student "Communication Book" to establish daily two-way communication between school and home
  • initiated and conducted combined schools parent/community information evenings to enhance community understandings of current teaching and learning strategies
  • established Parent Helper programs in classroom
  • established Community Newsletter which is primary source of local news for the community
  • established school Equity Committee with representation of parents and students
  • organised training of community members to Level 1 Coaching Certificate level

  Addressing the Specific Criteria

  

  Criteria: Demonstrated ability to develop a curriculum catering for diverse needs and abilities.

   

  Sample Applicant's Response

  Effective teachers meet the personal and educational needs of all students in their care. I am committed to Pupil Centred Learning and the development of curriculum relevant to the needs, abilities and interests of the individual child.

  Action

  Proven commitment to pupil centred learning through establishment of multigrade teaching strategies K-6

  Outcomes

  • successfully taught all KLAs across K-6 as teaching principal for 4 years as evidenced by results in Basic Skills Tests
  • class groups based on peer and ability groups
  • established intensive basic skills program to address needs of ATSI students
  • developed Mentor Program for talented student

  11.6 The Interview Process

  Once the shock/joy/fear has subsided, it is time to start the real preparation. You have sold yourself well on paper, don't let yourself down in person.

  Following are some useful and practical suggestions to help you before, during and after the interview.

  Before the Interview

  1. After the initial call informing you of the interview, wait a day or so and ring the convener back to confirm the time and venue. Often these have to change to accommodate travelling times and other applicants.

  2. Research the school thoroughly. Normally you would have requested a copy of the management plan, annual report and budgets to assist you in getting an insight into the school. Now is the time to start reading these more closely and looking between the lines to see if there are any underlying themes or hidden messages that were not apparent in the position description. By doing this you may have an advantage over those who relied solely on the advertisement.

  3. Have a critical friend ask you questions that may occur in an interview. You should not know what these are going to be so that the experience will be as realistic as possible. When answering these, convey your enthusiasm, confidence, experience and knowledge in a professional manner.

  There are three steps to answering any question. Firstly, summarise what the question is requiring you to do. Then provide information on your actual experience in relation to the question asked. Do not divert from this unless asked a probing question. Thirdly, project what you will do in regard to the question in the school that you have applied for.

  4. Decide on what you are going to wear for the interview. Try not to overdress. Clothes that you would normally wear look most comfortable and natural on you and present an image of relaxed authority. Also make a map of where the interview is to be held. If possible have a test run to check times and distances from where you will be staying. This is not possible in some cases so leave extra travelling time.

  5. Go to bed early so that you can wake refreshed and ready to go.

  Preparing for the Interview

  A Know and understand the specific and general criteria.

  
• Project yourself forward into the position and determine what you believe will be the most important initial issues in the new position and your philosophical stance on those issues. This will provide your fallback position in the interview. If you get this wrong you obviously do not understand the needs of the school and do not deserve to be successful.
• Formalise the main criteria into strong, succinct statements of belief.

   

  Criterion: Demonstrated ability to develop a curriculum catering for diverse needs and abilities.

  

  Effective teachers meet the personal and educational needs of all students in their care. I am committed to Pupil Centred Learning and the development of curriculum relevant to the needs, abilities and interests of the individual child.

  11.6.2 The Interview Day

  1. Plan it so that you don't have to rush. Plan to arrive at the venue a minimum of 20 minutes prior to the interview. Introduce yourself to the reception and they will head you in the right direction.

  2. Try to put everything else aside; this day is devoted to the interview.

  3. While waiting for the interview do whatever will help you enter the interview room in a relaxed confident and positive manner.

   

  11.6.3 The Interview

  1. When being introduced to the panel members, shake their hand if it is offered. Wait until invited before sitting down. When sitting, sit in a relaxed posture leaning slightly forward. Don't loll in your chair.

  2. Listen carefully to each question and answer the question that is asked. Ensure that you speak clearly, audibly, fluently, confidently and enthusiastically. Don't use jargon or long winded sentences. Make use of the water jug (if provided) while the question is being asked to help calm your nerves and enable you to speak in a confident manner.

  If you have difficulty understanding a question, ask them to repeat it. Probing questions from the panel may also be used from time to time. These are not to "trap" you but to solicit further information which demonstrates your abilities and experiences.

  TAKE CONTROL Ask ........... Would you like me to expand on that? ......... Would it be appropriate to discuss ...?

  3. Whilst answering the questions engage all panel members by maintaining eye contact especially with the person asking the question.

  Most interviews run between 40-50 minutes. Keep this in mind when answering to ensure that too much time is not given to one question eg "Tell us about your experiences".

   

  4. Following the formal questions you will usually be asked if there is anything more you wish to add. Be prepared for this opportunity to:

  • mention any additional relevant achievements not raised in your answers;
  • restate your action plan for the school;
  • thank the panel for the opportunity to present your qualifications for the position.
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