A disposition is an enduring character trait which shapes perceptions, motivates behaviours and is learned throughout life. The selected dispositions describe ways of being that enable middle leaders to reflect on their practice, and be effective leaders who can build teams and collaborate with others to solve complex problems. Using these dispositions, middle leaders demonstrate ways of being that enable excellent leadership practice. The focus areas described within this standard have been selected due to their particular relevance to the work of leading educational improvement.
Focus areas
1a: Open-mindedness
The ability to lead with an open-minded and curious disposition. Being consistently willing to examine and revise their own beliefs by listening to differing points of view from students, colleagues, principal and other senior leaders and the school community, and use evidence to check and modify their own beliefs.
Table: A continuum of increasing leadership capabilities
- Regularly review their practice and beliefs by considering different points of view from students, staff, principal and other senior leaders, the school community and reliable evidence.
- Implement legislative and policy requirements and be willing to listen to suggestions for improvement in approaches to implementation
| - Support others to examine their practices and beliefs by considering different points of view in light of relevant evidence.
- Maintain a clear stance on formal processes such as policies and codes of conduct while being willing to act on constructive criticism of own interpretation and implementation of policy
| - Cultivate an open-minded and curious culture by developing rigorous thinking in themselves and their colleagues.
- Seek and respond to critical feedback in a non-defensive manner so that decisions are revised, if needed, in an open-minded and principled way
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Resources
Disposition: Open mindedness—fact sheet 7 (PDF, 108KB)—Victorian Academy of Teaching and Leadership
1b: Interpersonal courage
The ability to take risks to challenge school and team norms, cultures and practices that prevent improved student learning and wellbeing.
Table: A continuum of increasing leadership capabilities
- Exercise courage in a set of situations, which are judged as low risk and central to own responsibilities. Exercise leadership in such situations by respectfully and clearly communicating their concerns
| - Communicate their concerns by speaking with clarity, confidence and respect to school community members across a range of individual, team, school and community situations.
- Able to face and reduce personal fears by reflecting on and rehearsing respectful and clear communication of concerns. Seek feedback about the effectiveness of own communications
| - Demonstrate an unwavering commitment to the goal of improving the learning and wellbeing of students by respectfully challenging and enhancing school norms, cultures and practices.
- Seek frank feedback about the effectiveness of decisions and act upon the feedback received.
- Display levels of personal courage necessary to engage in difficult conversations that are required to improve student progress and achievement
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Resources
Interpersonal courage—fact sheet 4 (PDF, 149KB)—Victorian Academy of Teaching and Leadership
1c: Empathy
The ability to listen carefully and remain sensitive to another’s perspectives and emotions by setting aside any pre-conceived judgements and demonstrating genuine care about the lives, learning and wellbeing of their students, colleagues and school community.
Table: A continuum of increasing leadership capabilities
- Display genuine empathy by listening deeply to the needs of others and being astutely aware of their feelings and thoughts.
- Show care by demonstrating sincere interest in the needs, hopes and aspirations of staff and students
| - Carefully check rather than assume the accuracy of their perception of others' emotional states.
- Apply a caring, sensitive and non-judgmental lens when helping others work through emotionally challenging situations
| - Work to consider the perspectives of others by setting aside any pre-judgements about their feelings and actions. Recognise both expressed and unexpressed emotions of others.
- Avoid over empathising in ways that sacrifice teaching and learning or that create emotional overwhelm for the leader
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Resources
1d: Perseverance and resilience
The ability to persist until a problem is solved despite failures and setbacks. The ability to sustain their energy under pressure and adapt well to change.
Table: A continuum of increasing leadership capabilities
- Recognise that it may take several conscious attempts before problems can be resolved.
- Regulate emotions, stress and reactions during challenging situations
| - Persevere to achieve an improvement goal despite being faced with obstacles or difficulties or when initial approaches are not working.
- Make judicious, evidence-based and public decisions about when to persist and when to revise or abandon an improvement strategy.
- Recognise that it may take several conscious attempts to resolve difficult and complex problems
| - Model perseverance and commitment to improvement goals by leading staff through initial setbacks and challenges.
- Lead by demonstrating a persistent commitment to the improvement goal rather than to a particular strategy for achieving the goal.
- Model resilience by publicly acknowledging setbacks and then providing a positive and energising response to the situation
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Resources
Disposition: Perseverance—fact sheet 5 (PDF, 104KB)—Victorian Academy of Teaching and Leadership
Source: Professional Standards for Middle Leaders © 2024 Australian Institute for Teaching and School Leadership (AITSL). Used with permission.