leadership capabilities for diocesan education leaders · validate your selection through...

Catholic Education, Ballarat Page 1

Leadership Capabilities for

Diocesan Education Leaders

A Reflection Tool


This tool is best used with the support of a critical friend whether they be coach, mentor, respected colleague or peer. The role of the critical friend will be to validate your current thinking and to challenge you to expand your thinking in light of your Role Description. Selecting your ‘critical friend’ will be determined by your own local circumstances. There may be staff members at your school with a dedicated coaching or mentoring role who would be suitable. You may have a relationship with a CEOB staff member or other person external to your school who could fulfill that role. The role of ‘critical friend’ requires experience in coaching/mentoring to ensure that the process remains focused on your own reflections and self-awareness. Your local Educational Consultant could provide further information to assist in selecting a critical friend. Use your critical friend to prioritise which of the areas of capability you will gain most from. SECTION A Personal Reflection For each area of capability:

Consider each of the specific behaviours/characteristics named for each area of capability which have been distilled from the Source Document

Rate your current level of capability for each of the chosen behaviours/characteristics in the survey table on a scale of 1 (I need to develop my capability in this area) to 6 (I am very capable in this area).

Name the specific actions and/or observable practices that you believe provide evidence of your current performance in this area.

Validate your selection through discussion with your critical friend.

Name the specific actions and/or observable practices that you see a need to address Considering all areas of capability

Identify 2 or 3 specific goals that you intend to work towards.

Use your critical friend to support your commitment to achieving your goal. SECTION B: Colleague Feedback To seek further feedback to support the growth of your leadership capability area you may choose to use Section B with selected colleagues. Colleagues would most likely be those staff members you work closely with. Depending on the roles you fulfill ‘colleagues’ may also include people you engage with through professional networks or special projects or CEOB staff who work closely with you.

Inform colleagues of the purpose of this exercise – to support your growth as a leader.

Following discussion with your critical friend you may choose to only use specific areas of capability

or to share different areas of capability with certain colleagues.

Once colleagues have completed the survey tables you may choose to discuss further with them the

evidence they have noted and their experience of completing the survey.

Use the collated feedback to inform the goal you set in the each of the areas of capability or the

areas you have identified as a specific priority.


SECTION A: Personal Reflection

1. Witness Capabilities By way of explanation, an effective Catholic School Leader:

1. Builds Catholic school culture and community:

● articulates and models the school’s vision/mission statement, ensuring that it is shared, understood and acted upon.

● discerns and enhances Catholic school identity (in line with the Diocesan preferred stance) personally and collaboratively, that informs school policies, practices and procedures

● commits to recontextualising the Catholic faith tradition in the local context through dialogue and the promotion of Post- Critical Belief.

2. Promotes the evangelising mission of the contemporary Church:

● through dialogue and action promotes a genuine spirit of welcome and hospitality. ● through dialogue and action promotes learning experiences that highlight the riches of other

faiths and beliefs. ● models respect for the human dignity of all.

3. Develops and applies scriptural and theological understanding

● engages in opportunities to further scriptural and theological understandings with attendance to further study and personal enrichment.

● embeds Catholic Social Teaching in policies, procedures and communications with the school community.

● empowers staff to model and lead behaviours inspired by Gospel teachings. 4. Commits to a personal journey of faith:

● provides authentic witness to a journey of faith through word and action. ● participates in and promotes opportunities for prayer and liturgy that informs, forms and

transforms. ● stewards resources in a responsible and accountable manner sharing them in justice and love.

5. Encourages others to develop in their own faith journey:

● supports members of the school community on their journey of faith. ● fosters partnership between parents, parish and school to support faith formation of members

of the school community. ● promotes opportunities for prayer and liturgy that connect to everyday lives.

1. Witness Capabilities I need to develop my capability in this area

I am very capable in this area

1 2 3 4 5 6

Builds Catholic school culture and community

Promotes the evangelising mission of the contemporary Church

Develops and applies scriptural and theological understanding

Commits to a personal journey of faith

Encourages others to develop in their own faith journey


For this area of capability what specific actions and/or observable practices are witnessed by others as evidence of your current performance?

For this area of capability what additional specific actions and/or observable practices could you explore to strengthen your performance?


2. Personal Capabilities

By way of explanation, an effective Catholic School Leader:

1. Is self-aware and reflective:

● balances the demands of family, community and personal life with work; ● commits to personal growth and self- improvement aware of personal strengths and

limitations ● acts from a confident sense of self and with a clear set of values that aligns with Gospel

teachings 2. Cultivates and applies sound analysis and reasoning:

● Demonstrates high level skills of processing and discernment; ● Collaborates with others and is open to receive and respond to the shared wisdom of the

community ● Applies intuition and practical wisdom in decision making

3. Projects confidence, optimism & resilience:

● believes and acts from a clear vision; ● maintains a positive outlook ● demonstrates resilience in the face of adversity and views challenges and mistakes as

opportunities for learning; 4. Exemplifies honesty and integrity:

● is impelled and lives by values informed by Gospel teachings; ● accepts the personal consequences of difficult choices and decisions; ● applies ethical standards in line with the school vision to complex and contested situations

5. Displays imagination and vision:

● imagines what the future could be; ● articulates a personal sense of purpose and direction ● communicates vision with moral purpose and influence

2. Personal Capabilities I need to develop my capability in this area


1 2 3 4 5 6 Is self-aware and reflective

Cultivates and applies sound analysis and reasoning

Projects confidence, optimism & resilience

Exemplifies honesty and integrity

Displays imagination and vision


3. Relational Capabilities


1. Is relationally adept: ● builds mutually respectful and productive working relationships across the school community that

ensures the wellbeing of all ● maintains an environment where all members of the school community feel accepted and valued ● asserts themselves appropriately

2. Builds a community of trust:

● demonstrates respect through authentic listening

● is open and authentic with agendas, motives and reasons

● creates an environment where risk-taking is supported and learning from mistakes is encouraged

3. Communicates with influence:

● displays open, informed, purposeful and meaningful communication with others

● allows for and competently engages in robust discourse around critical topics

● establishes norms/protocols for constructive debate about best practices

4. Engages in a positive collaborative working environment:

● promotes collective responsibility for decision making through effective use of protocols

● offers and accepts feedback aimed at promoting growth

● enhances collaboration by initiating strategies to improve relationships between teams and individuals

5. Is emotionally mature:

● keeps emotions in check

● recognises, understands and appreciates the way others feel

● deals openly with difference and tries to negotiate win-win (right-right) solutions

3. Relational Capabilities I need to develop my capability in this area


1 2 3 4 5 6

Is relationally adept

Builds a community of trust

Communicates with influence

Engages in a positive collaborative working environment

Is emotionally mature


4. Professional Capabilities


1. Is contextually aware and responsive: ● shows an understanding of the wider context of education, the Characteristics of a Highly Effective

Catholic School and of significant emerging challenges ● demonstrates leadership of change in a rapidly changing environment ● lives by professional codes of conduct and acts in ways that enhance the image of their profession

2. Inspires a collegial purpose and vision:

● articulates a vision that engenders hope and invites others to participate in communicating and implementing it in the day-to-day activities of the school

● seeks to embed and celebrate this vision in the goals, policies, programs, structures and operations of the school to ensure the learning and wellbeing of all

● encourages and supports professional collegial action and teamwork

3. Displays curriculum and pedagogical knowledge: ● uses research based best practice in learning and teaching to initiate whole school improvement in

pedagogy and curriculum ● collaboratively builds rich and engaging learning environments for all ● uses authentic assessment for the improvement of student outcomes

4. Focuses on educational outcomes:

● is driven by a belief that every student is capable of being successful as a learner ● monitors and evaluates student learning and teacher effectiveness through strategic analysis and

use of data ● uses appropriate feedback processes and evaluation results to improve learning and teaching

5. Engages in and supports professional learning:

● shows commitment to continuous growth and learning to build a Performance and Development Culture

● ensures staff engagement in professional learning that is informed by research-based best practice

● ensures professional learning informs and improves learning and teaching

4. Professional Capabilities I need to develop my capability in this area


1 2 3 4 5 6

Is contextually aware and responsive

Inspires a collegial purpose and vision

Displays curriculum and pedagogical knowledge

Focuses on educational outcomes

Engages in and supports professional learning


5. Organisational Capabilities


1. Engages in strategic thinking

● responds to challenges with empathy, cultural sensitivity, confidence and foresight ● challenges key stakeholders to envision a dynamic future of hope and possibilities ● involves others in contributing to the process of shaping strategic direction, on an on-going basis,

in line with the school’s vision and mission

2. Enhances the school’s organisational capacity

● responds to contemporary and future challenges ● creates adaptable and flexible organisational structures and processes to allow it to respond

creatively and effectively to rapid and continuous change ● demonstrates the capacity to lead positive change

3. Builds a collective and collaborative culture

● focuses energies and talents on achieving high-quality performance and outcomes ● creates the conditions for teams to work collaboratively and interdependently ● engages teachers and students in planning and delivering quality learning experiences

4. Constructs creative designs for the use of people, time, space and technologies

● stewards the use of people, time, space and technologies to meet the learning and wellbeing needs of all

● matches the quantity, quality and combination of these resources to the needs and mix of students in a specific learning environment

● designs and maintains flexible, adaptable and technologically-smart physical learning spaces that promote and support effective learning environments

5. Demonstrates managerial aptitude and proficiency

● possesses and uses knowledge and competencies to steward people and resources in constructive and inspirational ways so as to achieve the purposes, goals and priorities of the school

● prepares budgets for areas of responsibility and employs responsible accounting procedures

● enacts policies and procedures that demonstrate system and legislative compliance and accountability such as a safe work and learning environment

5. Organisational Capabilities I need to develop my capability in this area


1 2 3 4 5 6

Engages in strategic thinking

Enhances the school’s organisational capacity

Builds a collective and collaborative culture

Constructs creative designs for the use of people, time, space and technologies

Demonstrates managerial aptitude and proficiency


Goal Setting: What specific goals can you name for this area of capability?

1. By… (indicate time when goal is expected to be reached)…I will…(indicate the task that will be completed

or the behaviour that will be attended to)…So that…(indicate the benefit of having achieved the stated

goal).

❖ What resources or support will I need to achieve this goal?



goal).




goal).



SECTION B: Colleague Feedback

1. Witness Capabilities


1. Builds Catholic school culture and community:

● articulates and models the school’s vision/mission statement, ensuring that it is shared, understood and acted upon.

● discerns and enhances Catholic school identity (in line with the Diocesan preferred stance) personally and collaboratively, that informs school policies, practices and procedures

● commits to recontextualising the Catholic faith tradition in the local context through dialogue and the promotion of Post- Critical Belief.

2. Promotes the evangelising mission of the contemporary Church:

● through dialogue and action promotes a genuine spirit of welcome and hospitality. ● through dialogue and action promotes learning experiences that highlight the riches of other

faiths and beliefs. ● models respect for the human dignity of all.

3. Develops and applies scriptural and theological understanding

● engages in opportunities to further scriptural and theological understandings with attendance to further study and personal enrichment.

● embeds Catholic Social Teaching in policies, procedures and communications with the school community.

● empowers staff to model and lead behaviours inspired by Gospel teachings. 4. Commits to a personal journey of faith:

● provides authentic witness to a journey of faith through word and action. ● participates in and promotes opportunities for prayer and liturgy that informs, forms and

transforms. ● stewards resources in a responsible and accountable manner sharing them in justice and love.

5. Encourages others to develop in their own faith journey:

● supports members of the school community on their journey of faith. ● fosters partnership between parents, parish and school to support faith formation of members of

the school community. ● promotes opportunities for prayer and liturgy that connect to everyday lives

1. Witness Capabilities My colleague needs to develop their capability in this area

My colleague is very capable in this area

1 2 3 4 5 6

Builds Catholic school culture and community

Promotes the evangelising mission of the contemporary Church

Develops and applies scriptural and theological understanding

Commits to a personal journey of faith

Encourages others to develop in their own faith journey


What specific actions and /or observable behaviours have you witnessed that demonstrates this person’s capability in this area?



2. Personal Capabilities


6. Is self-aware and reflective:

● balances the demands of family, community and personal life with work; ● commits to personal growth and self- improvement aware of personal strengths and

limitations ● acts from a confident sense of self and with a clear set of values that aligns with Gospel

teachings 7. Cultivates and applies sound analysis and reasoning:

● Demonstrates high level skills of processing and discernment; ● Collaborates with others and is open to receive and respond to the shared wisdom of the

community ● Applies intuition and practical wisdom in decision making

8. Projects confidence, optimism & resilience:

● believes and acts from a clear vision; ● maintains a positive outlook ● demonstrates resilience in the face of adversity and views challenges and mistakes as

opportunities for learning; 9. Exemplifies honesty and integrity:

● is impelled and lives by values informed by Gospel teachings; ● accepts the personal consequences of difficult choices and decisions; ● applies ethical standards in line with the school vision to complex and contested situations

10. Displays imagination and vision:

● imagines what the future could be; ● articulates a personal sense of purpose and direction ● communicates vision with moral purpose and influence

2. Personal Capabilities My colleague needs to develop their capability in this area

Meet colleague is very capable in this area

1 2 3 4 5 6 Is self-aware and reflective

Cultivates and applies sound analysis and reasoning

Projects confidence, optimism & resilience

Exemplifies honesty and integrity

Displays imagination and vision


What specific actions and /or observable behaviours do you believe demonstrates this person’s capability in this area?





6. Is relationally adept: ● builds mutually respectful and productive working relationships across the school community that

ensures the wellbeing of all ● maintains an environment where all members of the school community feel accepted and valued ● asserts themselves appropriately

7. Builds a community of trust:

● demonstrates respect through authentic listening

● is open and authentic with agendas, motives and reasons

● creates an environment where risk-taking is supported and learning from mistakes is encouraged

8. Communicates with influence:

● displays open, informed, purposeful and meaningful communication with others

● allows for and competently engages in robust discourse around critical topics

● establishes norms/protocols for constructive debate about best practices

9. Engages in a positive collaborative working environment:

● promotes collective responsibility for decision making through effective use of protocols

● offers and accepts feedback aimed at promoting growth

● enhances collaboration by initiating strategies to improve relationships between teams and individuals

10. Is emotionally mature:

● keeps emotions in check

● recognises, understands and appreciates the way others feel

● deals openly with difference and tries to negotiate win-win (right-right) solutions


My colleague needs to develop their capability in this area


1 2 3 4 5 6

Is relationally adept

Builds a community of trust

Communicates with influence

Engages in a positive collaborative working environment

Is emotionally mature




1. Is contextually aware and responsive: ● shows an understanding of the wider context of education, the Characteristics of a Highly Effective

Catholic School and of significant emerging challenges ● demonstrates leadership of change in a rapidly changing environment ● lives by professional codes of conduct and acts in ways that enhance the image of their profession

2. Inspires a collegial purpose and vision:

● articulates a vision that engenders hope and invites others to participate in communicating and implementing it in the day-to-day activities of the school

● seeks to embed and celebrate this vision in the goals, policies, programs, structures and operations of the school to ensure the learning and wellbeing of all

● encourages and supports professional collegial action and teamwork

3. Displays curriculum and pedagogical knowledge: ● uses research based best practice in learning and teaching to initiate whole school improvement in

pedagogy and curriculum ● collaboratively builds rich and engaging learning environments for all ● uses authentic assessment for the improvement of student outcomes

4. Focuses on educational outcomes:

● is driven by a belief that every student is capable of being successful as a learner ● monitors and evaluates student learning and teacher effectiveness through strategic analysis and

use of data ● uses appropriate feedback processes and evaluation results to improve learning and teaching

5. Engages in and supports professional learning:

● shows commitment to continuous growth and learning to build a Performance and Development Culture

● ensures staff engagement in professional learning that is informed by research-based best practice

● ensures professional learning informs and improves learning and teaching




1 2 3 4 5 6

Is contextually aware and responsive

Inspires a collegial purpose and vision

Displays curriculum and pedagogical knowledge

Focuses on educational outcomes

Engages in and supports professional learning




1. Engages in strategic thinking

● responds to challenges with empathy, cultural sensitivity, confidence and foresight ● challenges key stakeholders to envision a dynamic future of hope and possibilities ● involves others in contributing to the process of shaping strategic direction, on an on-going basis,

in line with the school’s vision and mission

2. Enhances the school’s organisational capacity

● responds to contemporary and future challenges ● creates adaptable and flexible organisational structures and processes to allow it to respond

creatively and effectively to rapid and continuous change ● demonstrates the capacity to lead positive change

3. Builds a collective and collaborative culture

● focuses energies and talents on achieving high-quality performance and outcomes ● creates the conditions for teams to work collaboratively and interdependently ● engages teachers and students in planning and delivering quality learning experiences

4. Constructs creative designs for the use of people, time, space and technologies

● stewards the use of people, time, space and technologies to meet the learning and wellbeing needs of all

● matches the quantity, quality and combination of these resources to the needs and mix of students in a specific learning environment

● designs and maintains flexible, adaptable and technologically-smart physical learning spaces that promote and support effective learning environments

5. Demonstrates managerial aptitude and proficiency

● possesses and uses knowledge and competencies to steward people and resources in constructive and inspirational ways so as to achieve the purposes, goals and priorities of the school

● prepares budgets for areas of responsibility and employs responsible accounting procedures

● enacts policies and procedures that demonstrate system and legislative compliance and accountability such as a safe work and learning environment




1 2 3 4 5 6

Engages in strategic thinking

Enhances the school’s organisational capacity

Builds a collective and collaborative culture

Constructs creative designs for the use of people, time, space and technologies

Demonstrates managerial aptitude and proficiency

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