FIVE DIMENSIONS OF LEADERSHIP LEARNING

The dimensions have been expanded and references added to assist leaders to develop
an evidence base of their leadership and to assist with leadership learning and
development planning.

What is 'evidence based leadership'?

'Evidence based leadership' is an approach which claims that practice should be
capable of being justified in terms of sound evidence: it is the process of methodically
searching out, evaluating, utilising and reporting on up-to-date research findings to
support decisions about practice.

An excellent example of evidence based educational leadership can be seen in a

presentation by Jenny Lewis, Executive Officer of ACEL - 'Evidence Based Leadership:
It's the little things that count.'

LEARNING-CENTRED LEADERSHIP

Personal development for leadership

There is evidence of:
• An ongoing commitment to and current involvement in leadership learning
events.
• An ability to articulate new learning and its impact on personal practice
and implications for organisation learning.

Self-awareness, well-being and resilience

There is evidence of:
• Regular analyses and reflection on practice and changes to own
behaviour to reflect new learning
• Strategies being in place to cultivate and optimise health and well being

Leadership characteristics and qualities

There is evidence of:
• An ability to articulate ones ‘leadership stance’ and defend the efficacy of
this position
• Congruency between this ‘stance’ and leadership actions

Supporting Documents

Cultivating Positive Emotions to Optimize Health and Well-Being

Developing a Leadership Stance

Critical Reflection

DECS Leaders Personal Performance and Development Plan

South Australian Centre for Leaders in Education 1

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LEADING LEARNING AND TEACHING

Improving learning outcomes

There is evidence that:
• Student learning is at the heart of school planning and improvement
strategies
• There is conscious modelling of learning behaviour desired in others.
(Leaders are lead learners.)

Enhancing effective learning and teaching

There is evidence of:
• A continual search for and learning about ways to improve learning and
teaching
• Regular analyses and reflection on past practice and change to own
behaviours to reflect new learning

Analysing data for improvement

There is evidence that:
• There is ongoing collection of qualitative and quantitative data that informs
actions for improvement and reporting.
• Data analysis is rigorous and is an integral part of the discourse on
teaching and learning

Curriculum review and reform

There is evidence that:
• There is a commitment to curriculum review and reform through a
continuing cycle of reflection, analysis, target setting and action for
improvement.
• New or different approaches are trialled which may have some personal
risk involved

Supporting Documents

Instructional Leadership and School Improvement, David Hopkins, Faculty of Education,

University of Nottingham

What Headteachers Need to Know about Teaching and Learning, Peter Hill

'Smoking Out Underachievement' has been written to provide schools with guidance,
advice and examples to increase their understanding and use of 'value added data'.

South Australian Centre for Leaders in Education 2

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LEADING STRATEGIC RESOURCE MANAGEMENT

Linking resources to learning improvement

There is evidence of:
• Clear processes for the development of objectives and resource strategies
• Integration of all resources to achieve learning improvement objectives

Knowledge management and business systems

There is evidence that:
• Resource management occurs within DECS corporate systems
frameworks
• Documentation and compliance with policies, procedures and
accountability systems occurs

Risk analysis and management

There is evidence that:
• Effective risk management processes are applied to management
decisions
• Replacement forecasting is an integral part of the assets, facilities and
utilities planning process

Tools and processes for resource management

There is evidence of:
• Use of cost benefit analysis, budget processes, reporting and analysis
review
• Effective use of technology to access, analyse and interpret information to
maximise outcomes

Supporting Documents

DECS Leaders Desktop Resource Management

NCSL Financial Management in Schools Website

South Australian Centre for Leaders in Education 3

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LEADING A QUALITY ORGANISATION

Building learning communities

There is evidence that:
• Staff are committed to creating and building an optimal learning culture.
• Structures and processes are in place to support commitment to
organisation learning

Designing preferred futures

There is evidence that:
• The vision for the school is developed through progressive, dynamic and
inclusive leadership
• Change and innovation are introduced against an understanding of the
global and local picture

Governance and accountability

There is evidence that:
• There is an effective and efficient set of decision-making processes and
clear lines of responsibility in place to facilitate the accomplishment of the
school’s goals and purposes.
• The extent to which predetermined outcomes were achieved is reported to
the community and the system

Legal and policy frameworks

There is evidence of:
• Diligence in ensuring compliance with mandatory policy and legal
requirements.
• Policies and procedures being documented and readily accessible to the
school community

Supporting Documents

Organisational Learning

The UK Standards Site: Innovation

Leadership and innovation in the transformation of schools, Brian Caldwell

Consultation and Decision Making

Learning Centred Leadership

South Australian Centre for Leaders in Education 4

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LEADING AND WORKING WITH OTHERS

Ethics and leadership principles

There is evidence that:
• The long-term welfare and development of a whole person is held as a
fundamental personal leadership value that drives all interactions and
dealings with others, as well as major strategic initiatives, such as school
programs.
• Justice and fairness are intrinsic characteristics of school leadership.

Building a culture of collaboration

There is evidence that:
• A strong sense of esprit and a strong commitment to the school ethos is
present within the school community.
• Individuals and teams are encouraged to work together and learn.

Communication and developing relationships

There is evidence that:
• There is a definable culture that guides the way people interact.
• Diversity is a point of pride and positive interactions and experiences that
extend understanding and appreciation of difference are encouraged.

Personnel management
There is evidence that:
• The rights and responsibilities of all members of the school are
acknowledged and incorporated into policy and practice.
• Workforce planning, including appropriate induction, succession and
recruitment strategies and selection processes, are in place.

Supporting Documents

DECS Leaders Desktop Resource Management

St James Ethics Centre

Build a School Culture That Nurtures Staff Collaboration and Participation in Decision
Making

An Audit of School Culture

South Australian Centre for Leaders in Education 5

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