Literature Review: Strengthen Collaborative Leadership

As part of my performance review with Kerry Mitchell, we have been discussing the part of my goal that pertains to helping our middle leaders (team leaders) to be more successful in their role. Part of this has been to read a professional reading called, "Middle Leadership Review and Doc Analysis - Queensland".

The review highlights the critical role middle leaders play in bridging the gap between classroom teaching and whole-school leadership, as well as their unique position in improving teaching and learning practices. Reflecting on the insights from the Middle Leadership Review, I recognise that there are FOUR key areas of growth I would like to focus on. Here are the leadership changes I will consider based on the findings:

Strengthen Collaborative Leadership

The review emphasises the importance of middle leaders leading collaboratively and influencing across various levels in the school structure. As a senior leader, I need to foster a culture where middle leaders feel empowered to lead initiatives and collaborate with both their peers and us as SMT. This could involve creating more opportunities for middle leaders to take ownership of key projects, facilitating regular cross-team collaboration, and encouraging shared decision-making.

Focus on Professional Development in Leadership Skills

The research shows that middle leaders require a combination of management and leadership skills, many of which are learned on the job. I would like to prioritise providing targeted professional development that not only focuses on pedagogical improvement but also on leadership and management skills. This could include training on data-driven decision-making, team management, and handling school-wide initiatives. Encouraging middle leaders to engage in reflective practices and leadership courses that align with their specific roles could also be beneficial...now to find some options!

Create Structures for Data-Driven Improvement

Middle leaders play a pivotal role in using data to inform pedagogical practices. I will continue to enable middle leaders have access to the necessary data as easily as possible, which I think I have been doing well for a while now. However, in our meetings I need to facilitate regular data discussions and create a culture where data is used consistently to drive teaching improvements. This should then have a flow on effect to help student outcomes and enable middle leaders to lead with greater impact.

Foster Innovation and Improvement

Middle leaders are well-positioned to lead innovation and change within schools. My leadership approach needs to encourage a forward-thinking mindset by providing the freedom and resources for middle leaders to experiment with new teaching methods, technologies, and programs. Supporting a culture of continuous improvement will inspire middle leaders to drive positive change within their teams.

Effective middle leadership is dependant on strong support from senior leadership. As an associate principal, my role is to provide the necessary scaffolding, mentorship, and professional development to ensure middle leaders thrive. By refining my leadership approach in these areas, I hope to help middle leaders become more successful in their leadership and in turn create greater impact in the life of our school and the impact that we can have on learner outcomes.

2024 Professional Growth Cycle Goal

By the end of the year, I have effectively provided coaching and mentoring to team leaders in Year 5 and 6 and Years 7 and 8 so that team leaders feel confident:

• in their role
• to facilitate team meetings focussed on strategic goals
• to create long term integrated plans 
• in analysis of student achievement data
• to know if teachers are making a difference to student progress and achievement 
• to support teachers to reflect on their practice and improve practice 

My Leadership Capability Focus is: 

Building and sustaining collective leadership and professional community. 

My first steps to focus on are:

• ensuring that knowledge to improve learning is built and shared
• ensuring that problems impeding learning and wellbeing in the area are identified and resolved

As I reflect on the goals set for the remainder of the year, my focus remains on driving collective leadership and improving teacher practice across teams. My primary aim is to ensure that team leaders in Years 5-8 are confident in their roles, facilitating meetings centred on strategic goals, developing long-term integrated plans, and analysing student achievement data effectively. By the end of the year, I envision team leaders taking ownership of their teams, fostering a culture where teachers actively reflect on their practices and contribute to improving student outcomes.

An essential part of my leadership this year is fostering collaboration, encouraging collective responsibility for achieving our shared goals. Additionally, focusing on mental health/wellbeing and improving attendance will be key to addressing barriers to student learning.

As I continue to mentor and coach team leaders, I aim to develop their capacity to interpret data, lead discussions on student progress, and support their teams in making a tangible difference in student achievement. Moving forward, I will reflect on my own leadership practices to ensure that I provide the support needed for team leaders to accelerate student progress and maintain healthy, productive relationships within their teams.