Middle leaders draw on, and support others to develop clusters of knowledge and skills to solve problems of teaching and learning while building trust with those involved. The enabling knowledge and skills describe
the how of effective school leadership and are enablers towards building a culture of learning across the school.
This standard describes middle leaders leading with a strong sense of who they are, what they know and do and how they draw on their knowledge and skills to help all students achieve.
Focus areas
2a: Using relevant knowledge
The ability to use and source knowledge to enhance the attainment of improvement goals.
Table: A continuum of increasing leadership capabilities
- Support teachers by demonstrating sufficient educational knowledge to identify problematic practice and guide the search for more effective evidence-based strategies.
- Use knowledge to present ideas in confident and open-minded ways
| - Use substantial educational knowledge to solve complex problems that prevent the attainment of improvement goals.
- Use educational knowledge to explain and debate viewpoints with those who have diverse or contrary views
| - Use a rich repertoire of educational knowledge to generate and debate hypotheses about the school-based causes of, and solutions to problems of teaching and learning.
- Model the importance of checking high-quality research evidence before adopting new programs or initiatives.
- Make explicit opportunities during problem solving to deepen teachers’ and leaders’ educational knowledge
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Resources
2b: Solving complex problems
The ability to lead the analysis and resolution of complex problems related directly to teaching and learning. Work through problems collaboratively, systematically, and iteratively.
Table: A continuum of increasing leadership capabilities
- Support teachers by demonstrating evaluative capacity, drawing on evidence and multiple perspectives, including the ability to identify and prioritise problems.
- Recognise when a ‘quick fix’ approach is inappropriate and prevent or interrupt such an approach when needed. Support teachers by inquiring into factors preventing teaching and learning progress
| - Adopt a systems perspective to problems and explain why a problem has been made a strategic priority.
- Collaboratively identify and analyse the causes of teaching and learning problems and identify solutions that directly address the causes
| - Develop a collaborative and systematic process for using data to identify, analyse and resolve complex teaching and learning problems.
- Lead by building staff capability to use a systematic process of collaborative problem solving, including inquiry into causes, identifying solution requirements and then settling on solution strategies.
- Gain agreement on how to use data to monitor the implementation and impact of the solution strategies
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2c: Building relational trust
The ability to build and sustain a culture of trust in which teaching and learning improvement is shared, well supported and competently led.
Table: A continuum of increasing leadership capabilities
- Listen carefully to others, especially when they disagree.
- Build trust by making principled decisions and acting with integrity.
- Establish a supportive team culture based on trust that fosters a shared commitment to teaching and learning improvement
| - Continually build and sustain high-trust relationships that are based on established competence as a leader and teacher, and respectful treatment of all members of the school community.
- Build and maintain a network of supportive-challenging relationships to serve educational purposes within and beyond the school
| - Lead through clear and direct disclosure of reasons for own points of view and through sincere invitations for students, staff, parents/carers and school community to express their points of view.
- Lead the repair of low trust relationship in situations that are within their sphere of influence. Build the trust required to make difficult issues discussable
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2d: Self-reflection
The ability to intentionally reflect on own biases, values and perspectives to gain greater insight about oneself as an individual and leader and to seek feedback to engage in a continuous cycle of growth and development.
Table: A continuum of increasing leadership capabilities
- Consistently take deliberate and active steps to understand themselves, their capabilities, areas for improvement, beliefs, values, feelings and work-related goals.
- Regularly reflect on own biases, values, and perspectives.
- Seek feedback about own performance from staff and reflect on personal strengths and areas for growth. Use this knowledge to set goals that can lead towards improvement and are aligned with organisational strategic goals
| - Promote the benefits of self-reflection to teachers and ensure that their willingness and efforts to learn and improve are recognised.
- Demonstrate active and regular opportunities to learn, unlearn and relearn practices and perspectives through a process of critical reflection.
- Seek feedback to understand their performance from a range of sources, reflect upon the feedback and change their practice as a result
| - Reflect deeply on own practice and regularly modify leadership behaviour based on learning from experience and feedback from colleagues and others, including parents/carers and students. Demonstrate strong evidence that their practice is more effective as a result of the feedback through ongoing monitoring and evaluation
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Resources
Source: Professional Standards for Middle Leaders © 2024 Australian Institute for Teaching and School Leadership (AITSL). Used with permission.