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Principalsmatter–Newleadershipprogrammetogearup150preschoolprincipalsforthefutureAmidtheSkillsFuturemovement,aLienFoundation-ledcoalitionoflocal&internationalorganisationsconsulted50earlychildhoodleaderstodeveloptrainingprogrammeonpreschoolleadership

Singapore,27April2016

1. Leadersmatter.Effectiveprincipalleadershipinfluencesthequalityofearlychildhood

education1.Researchhasshownthatleadershipofprincipalsissecondonlytoteachingin

termsofimpactonchildoutcomes2.Strongerandmorecapableprincipalsultimately

benefitchildreninthemostformativeperiodoftheirlearninganddevelopment.Without

goodprincipalsasrolemodelstoleadtheteachersandeffectchanges,anyeffortsto

drivelong-termimprovementsintheECEsectorcouldbeshort-lived.

2. Todeveloppreschoolprincipals,theLienFoundationislaunchinganewleadership

developmentprogramme,PrincipalMatters,incollaborationwithfourlocaland

internationalorganisations:SEEDInstitute,Singapore’slargesttrainingproviderinearly

childhoodeducation;WheelockCollege,aU.S.liberalartscollegefoundedin1888;SIM

University(UniSIM),Singapore’sonlyprivateuniversitythatfocusesonlifelonglearning;

andKornFerryHayGroup(KFHG),aglobalpeopleandorganisationaladvisoryfirm.

Experientialtrainingwithoverseasexposure

3. This$2.7milliontrainingprogrammeadoptsanexperiential,multi-disciplinaryapproach

thatgivesparticipantsoverseasexposuretobestpractices,aswellasdiverselearning

opportunitieswithmentorsandleadersoutsideECE.Itwilldevelop150preschool

principals(withthreetotenyearsofexperienceasprincipals),closeto10%of

Singapore’spreschoolprincipals.Theprogramme,valuedatover$16,000perprincipal,

comesfreewithnostringsattachedfortheprincipalsselected.

1Aline-WendyDunlop,ALiteratureReviewonLeadershipintheEarlyYears,April20082Wahlstrom,K.,Seashore-Louis,K.,Leithwood,K.,&Anderson,S.(2010).Investigatingthelinkstoimprovedstudentlearning:Executivesummaryofresearchfindings.NewYork,NY:TheWallaceFoundation.

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4. Theprogrammecomprisesbite-sizedmodulesspreadover6months:Afive-day

workshopbyanorganisationaldevelopmentfirmthattrainsseniorcivilservantsand

corporateleaders;a12-dayvisittoBoston,theeducationalhubofAmerica;a

mentorshipprogrammewithnineECEleaders(includingECDAFellows);apublic

symposiumshowcasingtheprincipals’capstoneprojects;andaresearchstudyonthe

evolvingnatureofpreschoolleadershipamidchangingsocietalnormsandfamily

dynamics.

Whatmakesgoodleaders

5. PrincipalMattersisbuiltatopanewcompetencymodelspeciallydevelopedbyKFHGfor

theSingaporeECEsector.Developedthroughinterviewswith50leadersincludingECDA

Fellows,businessowners,veteranprincipalsandyoungprincipalsfromprivate,non-

profitandanchoroperators,thebehaviouralcompetenciesofoutstandingpreschool

principalsofthefuturewereidentified,codedandbenchmarkedagainstKFHP’sglobal

databaseofleadershipcompetencies.

Principalsneedinvestmentintheirleadershipdevelopment

6. Investmentinpreschoolprincipalsisimportantnotonlybecausedevelopmentinthe

earlyyearsiscrucial,itisalsobecausetheweightofthiscrucialtaskoftenfalls

disproportionatelyontheshouldersofasingleindividual–theprincipal.

7. Singapore’spreschoolprincipalstendtobeyoung,risinguptotakethehelmasaresult

ofhighteacherattritionrates.Officialstatisticsareunavailablebutanecdotally,many

teachersbecomeprincipalsintheirmidtolate20sduetothemanpowercrunch.Inafew

shortyears,theygofrommanagingaclassofchildrentohavingtomanageabusiness–

fromsupervisingandretainingteachersofdifferentagesandbackgroundsandengaging

increasinglywell-educatedparentswhoareoftenolderthanthem,tomaintaining

enrolmentandkeepingcostslowinacompetitivemarket.

Principalsunderpressure

8. Preschoolprincipalsarealsounderpressuretoimplementtheslewofrecentchanges

andnewECEpolicies.Furthermore,inthelastfiveyears,thenumberofchildcarecentres

hasexpandedbyalmost40%inspiteofpersistentmanpowershortages3.Principals

spendlotsoftimeandenergytoobtainSPARK(SingaporePreschoolAccreditation

3SeefiguresinAnnexB:FactsandFiguresonECEandLeadershipTrainingforECEpractitioners

3

Framework)fortheirpreschools,asthisrigorousqualityassuranceframeworkhas

becomeafavouredbenchmarkbyparents,businessownersandthegovernment.This

year,fivemegapreschoolsareslatedtoopen,requiringtheprincipalstomanage

enrolmentandstaffteamsthatarethreetofivetimesbiggerthantypicalpreschools.

Soon,allprincipalswillneedtostayabreastofnewregulationsundertheEarlyChildhood

DevelopmentCentresActwhenitistabledinParliamentlaterthisyear.Thesectorwould

alsoneedtoadapttoanewSkillsFrameworkintroducedaspartofSkillsFuture.

9. Inspiteoftheserisingdemands,theavailabletrainingforpreschoolprincipalsislimited.

Thewell-knownECDAFellowshipof14ECEveteransservesmoreasaplatformfor

servicetothesectorratherthanleadershipdevelopment.Currently,lessthan20%,or

sevenoutof47,ofthecoursesintheECDAprospectusonContinuingProfessional

Developmentcaterexclusivelytoprincipals.4

10. Thetrainingopportunitiesforprincipalsandvice-principalsatMOE(Ministryof

Education)primaryandsecondaryschoolsaremarkedlydifferent.Theyhavearobust

andgenerouschoiceofdevelopmentcoursessuchastheLeadersInEducation

Programme,ManagementandLeadershipinSchoolsProgramme,andBuilding

EducationalBridgesProgramme5.Alongsidethese,MOEprincipalsarepartofavibrant

professionalbody–theAcademyOfPrincipals–thatconducts,amongothers,a

successfulyearlongmentorshipprogrammefornewlyappointedprincipals.

11. Underliningtheneedforgreaterinvestmentinpreschoolprincipals,MrLeePohWah,

CEO,LienFoundationsaid,“Today,thedemandforexperiencedandcapableprincipalsis

higherthanever.Thisisdrivenbythedramaticgrowthofpreschoolcentresandintense

government-directed,sector-wideinitiativestoenhanceprofessionalismandstandards

inearlychildhoodeducation.Itputsprincipalsundertremendouspressuretoperform.”

Headded,“IfthechangingandincreasinglycomplexECEsectorcontinuestosufferfrom

deficitinleadershipdevelopment,itwillnotbeabletorespondtothesegrowing

demands.PrincipalMattersaimstonurtureapipelineofprofessional,high-calibre

preschoolleaderswhoareabletoaligntheirvaluesandactionstoeffectivelyinitiate

changeforthebetter.ThislearningjourneytakesplaceamidsttheSkillsFuture

movementaswejoinhandstofosterpersonalandprofessionalgrowthofincumbent

principals.” 4https://www.ecda.gov.sg/Documents/Prospectus%202016.pdf5http://www.nie.edu.sg/leadership-professional-development/leadership-programmes

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Distinctiveemphasisoneffectivepractice

12. MsHoYinFong,AcademicDirector,SEEDInstitute,said,“Presently,leadershipdiploma

programmescoverfundamentaltheorieslikequalitiesofagoodleaderandteam-

building.WewanttogoonestepfurtherwithPrincipalMatters,tohelpprincipals

translatevisiontopractice;tonotjustknowwhatthemanagementtoolsare,buthowto

applythemtobringaboutchangeintheirschools,organisations,andultimatelytheECE

sector.Thebehaviouralcompetencieswillbringparticipantsfromknowledgetoeffective

practice.”SEEDInstitutewillleadtheSingaporelegoftheprogramme,comprising

workshops,mentorshipsessionsandasymposium.

13. Developedtobeeasilyapplicablebyprincipals,thebehaviouralcompetencymodel

highlights10keyleadershiptraits–believeinpeople,manageyourself,careforpeople,

developpeople,leadtheteam,drivechange,leadstrategically,influencepeople,partner

thecommunityandharnessopportunities.

14. “Thestudyidentifiesthebehaviouralcharacteristicsessentialforacentreleaderinthe

earlychildhoodsectortoproduceoutstandingoutcomesforthecentreandthesector.

Withthis,welaythefoundationformoretargeteddevelopmenteffortsforleadersinthe

sector,”saidMsTanKhaiLing,ManagingConsultant,KornFerryHayGroup.KFHGwill

alsodevelopfeedbacktoolstotracktheprincipals’behaviouraldevelopmentafter12

and18months.

15. Echoingtheimportanceofbehaviouralcompetencies,MsShaireenSelamat,aPhD

candidateinECEleadershipsaid,“Toteachers,aprincipal’sbehaviourismoreimportant

andabetterreflectionoftheirleadershipabilitythantheirknowledge.Howaprincipal

relates,reactsandmanagesthepreschoolhasgreatimpactonteachers,andonthe

teachingorguidancechildrenreceive.Principalsare‘frontliners’whocan’thidebehind

meetingsandemails.Theirpositionrequireshealthyandvisibleleadershipthat

influencesandimpactsthequalityofteachers,teachingandsubsequentoutcomesinthe

children’sdevelopment.”

Bestminds,bestpracticesfromBoston

16. Thecadreofprincipalsundertheprogrammewillgainfirst-handknowledgeofbest

practicesinearlychildhoodeducation.LedbyWheelockCollege,theywillmeetexperts

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fromrenownedinstitutionssuchasHarvardUniversity’sCentreontheDevelopingChild6,

theBostonChildren’sMuseum,andleadersfromotherfieldsduringtheiroverseas

traininginBoston.Theywillhaveattachmentsinleadingearlychildhoodenvironments,

suchasthosefrominclusivepublicpreschoolsystems,internationallyrecognisedprivate

earlychildhoodmodels,andresearch-basedpublicprogrammessuchasHeadStart7.

17. Dr.LindaDavis,DeanofInternationalPrograms&PartnershipsatWheelockCollegesaid,

“Bostonisthehubofinnovativeresearchandbestpractices.Itisouraimtoleveragethis

facttoouradvantageandexposeprincipalstosomeofthebestexpertiseavailable,

cutting-edgeresearchandanout-of-the-boxexperiencethatwillchallengethewaythey

thinkanddothings.”

Chancetoapplytheirlearning&solveproblems

18. Theprogramme’suniquefocusonpracticewillrequireparticipantstoidentifyaspecific

leadershipchallengetheyarefacingattheirpreschoolatthestartoftheirtraining.These

couldbechallengessuchastheneedfornewparentengagementstrategiesorhowtobe

moreinclusiveofchildrenwithspecialneeds.Eachprincipalwillworktowardsthe

solutionfortheproblemthroughouttheirtrainingandpresentitatthePrincipalMatters

CapstoneSymposium,whichconcludestheprogramme.Eachgraduatingcohortof

principalswillcontributebyhelpingtomentorfuturecohorts,creatingaprofessional

communityofpracticeofECEprincipals.

19. Theprogrammewillbecomplementedbyaqualitativeandethnographicresearchstudy

byUniSIMthatidentifiesexamplesofprincipals’practicesinSingapore.Thisistoimprove

understandingofleadershippracticeslocally,andenhancepolicyformulation.

FirstcohortofPrincipalMattersinAugust

20. Applicationshaveopenedforinterestedprincipalswiththreetotenyearsofexperience.

The150selectedprincipalswillbetrainedinsixgroupsof25,withthefirstcohort

startingon22August2016.Theclosingdateforapplicationforthefirstbatchis18May

2016.Interestedapplicantswhowouldliketojoinlatercohortsareencouragedtoapply

inadvance.PrincipalMatterswillruntill2019,withthetotaltrainingsessionspercohort

6http://developingchild.harvard.edu7AbouttheHeadStartprogrammehttp://www.acf.hhs.gov/programs/ohs/about/head-start

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takingabout100hoursoversixmonths.Theapplicationformcanbedownloadedat

www.principalmatters.sg.

21. OutsideofSingapore,somecountriesliketheU.S.relyonlegislationandpoliciesto

supportthetraininganddevelopmentofhigh-qualityleadershipinearlychildhood

education.Insomestates,principalshavetobelicensedpractitionerswhoarerequired

toundergoannualtraining.AsSingapore’searlychildhoodeducationevolves,

considerationofsuchmeasuresmaydowelltoprovidegreaterrigourandprofessional

empowermenttotheleadership.Inaddition,anacademyliketheU.K.’sNationalCollege

ofTeachingandLeadership,whichalsodevelopsleadersofearlychildhoodeducation,

couldtransformtheheartbeatofSingapore’sECEsectorfromtheinsideout.

AnnexA-ThePrincipalMattersJourney

AnnexB-FactsandFiguresonECEandLeadershipTrainingforECEpractitioners

AnnexC-OverviewoftheBehaviouralCompetencyModelinPrincipalMatters

oOo

AbouttheLienFoundation www.lienfoundation.orgTheLienFoundationisaSingaporephilanthropichousenotedforitsmodelofradicalphilanthropy.Itbreaksnewgroundbyinvestingininnovativesolutions,conveningstrategicpartnershipsandcatalysingactiononsocialandenvironmentalchallenges.TheFoundationseekstofosterexemplaryearlychildhoodeducation,excellenceineldercareandeffectiveenvironmentalsustainabilityinwaterandsanitation.Intheareaofearlychildhoodeducation,theFoundationaimstocreateabetterplayingfieldbystrengtheningcapacityinthisareaandopeningupopportunitiesfordisadvantagedpreschoolers.Toadvocategreateraccesstoqualityearlychildhoodeducation,theFoundationcommissionedastudy,VitalVoicesforVitalYearsthatexaminedleaders’viewsonimprovingSingapore’spreschoolsector.InJune2012,theLienFoundationreleasedaglobalbenchmarkstudycalledStartingWellthatranked45countriesontheirprovisionofpreschooleducation.TheuseofI.TformsakeystrategyintheFoundation’seffortstoincreaseefficienciesandenhanceprofessionalisminthepreschoolsector.TheFoundationchampionedacommunity-basedmodelofcarewherespecialistsgointomainstreampreschoolstohelpchildrenwithlearningdifficulties.Itssuccesshasinspiredascaled-upnationalversioninSingapore.Initspushforinclusivityineducation,theFoundationsetupSingapore’sfirstinclusivepreschool,KindleGarden,withAWWA(AsianWomen’sWelfareAssociation).Toimproveoutcomesfordisadvantagedpreschoolers,theFoundationspearheadedCircleofCare,achild-centricmodelofcarewhereteachers,socialworkersandtherapistslookafterthechildren’sholisticdevelopmentandtheneedsoftheirfamiliesinanintegratedway.MediacontactsJoanneLee QerenCommunications joanne@qeren.biz +6590027696GenevieveKuek QerenCommunications gen@qeren.biz +6597633110

Journey to Fenway12 Day Visit to Boston

You’ll spend 12 days in Boston, including attachments to exemplary early childhood organisations based on your learning goals to develop an insider understanding of how they work. You’ll go deep, instead of touch-and-go. Dialogues with early childhood experts will also be held for participants.

Checkpoint 11 Hour Session

A conversation with your mentor to set learning goals and discuss your capstone project.

Finding Your Bearings5 Day Workshop

A deep dive into what makes you you. You’ll emerge with a stronger sense of where you want to go as a leader, and how to take your team there.

Annex A:The Principal Matters Journey

Checkpoint 3½ Day Session

You’ll work with your mentor to prepare for the presentation of your capstone project. This is the last formal session with your mentor, but you’re encouraged to continue deepening your relationship after the programme.

Checkpoint 21 Hour Session

A conversation with your mentor to review your learning and progress on your capstone project.

Triangulation½ Day Session

Working as a group, you’ll conduct a show-and-tell to your mentors, consolidating and synthesizing what you’ve learnt in Boston.

Orientation½ Day Workshop

You’ll be introduced to the aims of the programme and what’s expected of participants. You’ll also meet the senior and former principals who will serve as your mentors.

The Compass Rose1 Day Session

At this symposium, you’ll each share the progress on your capstone project to fellow participants and mentors. Leaders from the early childhood sector will be invited to learn and share. This marks not the end, but the start of your journey. Every 6 months, as a new cohort graduates, you’ll be invited for a reunion to welcome them into your growing community of practice as Singapore’s preschool principals.

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AnnexB–FactsandFiguresonECEandLeadershipTrainingforECEpractitionersA PreschoolsinSingapore 2010 2011 2012 2013 2014 asof

July20151

1. Numberofchildcarecentres2

855 944 1,002 1,077 1,148 1196

2. Numberofkindergartens2

493 495 504 498 503 499

TOTAL 1,348 1,439

1,506 1,575 1,651 1,695

2010 2011 2012 2013 20143. Enrolmentinchildcare

centres2

66,193 73,547 79,679 86,124 92,932

4. Enrolmentinkindergartens2

68,720 67,652 67,734 68,057 68,999

TOTAL 134,913 141,199 147,413 154,181 161,9315. Annualattritionrateofpreschool

teachers(2013)

15to20%3

1http://skoolopedia.com/preschool-singapore-2015-infographic/2YearbookofStatisticsSingapore,2015,https://www.singstat.gov.sg/docs/default-source/default-document-library/publications/publications_and_papers/reference/yearbook_2015/yos2015.pdf3http://www.todayonline.com/singapore/master-plan-develop-early-childhood-educators

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B Leadershipprogrammesforpreschoolprincipals

4ECDAProspectus2016https://www.ecda.gov.sg/Documents/Prospectus%202016.pdf

ECDAFellows PrincipalMatters ECDALeadershipSeries4 WSQBuildTeamRelationships4

WSQLeadTeam4

For PinnacleECEleaderswithhighlevelsofleadershipandprofessionalexpertise,minimumof10years’teachingand/orleadershipexperienceintheearlychildhoodsector*ECDAFellowshipismoreaplatformforservicetothesector,ratherthantrainingoftheFellowsthemselves

PreschoolPrincipalswith3to10yearsexperienceasaPrincipal

PreschoolPrincipalswith1to2yearsexperience

PreschoolPrincipals PreschoolPrincipals

Duration ECDAFellowsservea3-yeartermwith100hoursofserviceayear.Compulsory2weekfull-timemilestonecourseinthefirstyear

104hours,about17workingdaysover6months

77hours,about11.5daysConsistsof5parts.Part1isrequiredbeforeattendinganyoralloftheothermodules

18hours 16hours

3

B Leadershipprogrammesforpreschoolprincipals(cont’d)

5ECDAProspectus2016https://www.ecda.gov.sg/Documents/Prospectus%202016.pdf

ECDAFellows PrincipalMatters ECDALeadershipSeries4 WSQBuildTeam

Relationships5

WSQLeadTeam4

Focus RecognitionofpinnacleleaderswhoworkwithECDAtotrainandmentorotherearlychildhoodprofessionals,Developmentofsector-wideresources

Practical,behaviourialaspectsofsuccessfulcentreleadershipThisallowsprincipalstodevelopleadershipcapabilitiesinawaythatisexperientialandmulti-disciplinary,soprincipalsknowhowtoputtheirlearningintoactionattheircentreseffectivelyTrainingbuiltonbehaviouralcompetencymodel

BetterunderstandingofrecentresearchonleadershipandhowitmightapplytotheirpracticesLeadershipapproachthatemphasisesteachers’professionaldevelopment,buildingacentre-widelearningculture,coherenceinpurpose,plansandactions,anddevelopingthechildholistically

Helpsparticipantsdevelopteamcohesiveness,resolveconflictwithinteam,andparticipateinnetworks

Helpsparticipantsfacilitateimplementationoforganisationstrategies,promotecompliancewithcorporategovernancerequirements,andprovidedirectionandguidancetoteamleaders

Overseaslearningjourney

NA Yes No No No

Formalmentorshipprogramme

NA Yes No No No

Conductedby ECDA SEEDInstituteWheelockCollegeUniSIM

ECDA SEEDInstitute

WDATrainer

4

C LeadershipprogrammesforMOEprincipalsandleaders

AcademyofPrincipals BuildingEducationalBridges:

InnovationforSchoolLeaders

LeadersinEducationProgramme

ManagementandLeadershipin

SchoolsProgramme

For PrincipalsandSuperintendantsofgovernment,government-aidedorindependentschools

Experiencedandsuccessfulschoolleaders,includingprincipals

Vice-principals Middle-tierleaderswhocansupportprincipalsinschoolreform

Duration Differentdurationsfordifferentprogrammes

2weeks,fulltime 6months,fulltime 17weeks,fulltime

Focus Offersworkshops,seminars,events,sabbaticals,studyvisitsandmentoringopportunitiesforprincipalscoveringknowledge,skills,sharingofexperiencesandcross-culturalexchange

Exploreskeyleadershipissuesinnationalandinternationalcontexts,contextsofleadership,generatingideasforinnovationanddrivingchangetowardshighperformanceeducationsystems

Developsprincipalshipcapabilitythatisvalues-based,purposeful,innovativeandforward-looking,anchoredonstrongpeopleleadership,strategicmanagementskillsandanappreciationofhowprincipalscouldworkeffectivelyinacomplexenvironment

Staffappraisal,selfmanagement,changeleadership,teambuildingandconflictmanagement

Overseaslearningjourney

Yes No Yes Yes

Formalmentorshipprogramme

No

No Yes Yes

Conductedby AcademyofPrincipals NIE,UK’sNationalCollegeforTeaching&Leadership,andtheDanishSchoolofEducationatAarhusUniversity

NIE NIE

5

D LeadershiptrainingforECEleadersinothercountries–Acomparison6

Singapore Taiwan England Finland Massachussets,USA

Leadershiprequirements

2yearsofpre-schoolteachingexperienceDip.inEarlyChildhoodCare&Education-Leadership(DECCE-L)orSpecialistDip.inEarlyChildhoodCare&Education(SDECCE)-LeadershipComponentsorAdvancedDiplomainEarlyChildhoodLeadership7(ADECL)

FiveyearsofexperienceasacertifiedteacherorassistantteacherCompleteadirector’sleadershiptrainingprogramof180hourstofulfilthequalificationsbylaw

Twospecialisttrainingopportunitiesareavailable:TheEarlyYearsProfessionalStatusoffersequivalencetoqualifiedearlyyearsteacherstatus,andtheNationalProfessionalQualificationforIntegratedCentreLeadershipforleadersofmulti-agencyearlyyearssettingsthatisequivalenttoaMastersdegree

BachelorofEducationincludingkindergartenteachereducation,orBachelorofHealthCareandSocialServices(polytechnic)includingstudiesinEarlyChildhoodEducationandcareandsocialpedagogytotheextentaslaiddownbyGovernmentdecreeAdequatemanagementskills

3yearsexperience(highschooldiplomaholders), 18monthsexperience(bachelor’sdegreeholderswith6monthsasaLeadTeacher)12creditsinearlychildhoodeducation,6collegecreditsinECE,administrationofECE,andotheradministrativetopic

In-servicetraining

Notarequirement Needtoacquire18hoursofin-servicetrainingonECECtopicseveryyear

Providersmustsupportstafftoundertakeappropriatetrainingandprofessionaldevelopmentopportunities.Thisistoensuretheycontinuallyimproveonthechildren’squalityoflearninganddevelopmentexperiences.8

Employeeshavetherighttoin-servicetrainingdayseveryyear

Full-timeteachersarerequiredtoattend20hoursofprofessionaldevelopmenttrainingperyea

Trainingopportunities

Amixtureoffreeandpaidtrainingprogrammes.SeetableB.

Governmentworkswithlocaluniversitiestoprovideseveralprofessionaldevelopmentopportunitiesandfreeworkshops

TheNationalCollegeofTeachingandLeadershipoffersarangeofopportunitiestodevelopandinspirecompetentleadersofearlyyearssettings,includingchildren’scentresandschools

Notmanyleadershipprogramsandprovidersfocusingonearlychildhoodleadership

Amixtureoffreeandpaidtrainingprogrammes,e.g.CAYLPrincipalsFellowshipProgrambytheCAYLInstituteofCambridge

6EevaHujalaManjulaWaniganayake&JillianRodd,2013,ResearchingLeadershipinEarlyChildhoodEducation,TampereUniversityPress,Pg25-277https://www.ecda.gov.sg/Pages/ADECL.aspx8U.K.DepartmentofEducation,StatutoryFrameworkfortheEarlyYearsFoundationStage,effectiveSeptember2014

LeadingTeam

Leading in theCommunity

Influencer

INFL

UENCE PEOPLE

Visionary

LEAD

STRATEGICALLY

Trail Blazer

DR

IVE CHANGE

Mentor

DE

VELOP PEOPLE

LeadingSelf

Believer

BELIE

VE IN PEOPLE

Zen Master

M

ANAGE SELF

Friend

CA

RE FOR PEOPLE

Mobiliser

PART

NER

THE COMMUN

ITY

Navigator

HA

RNES

S OPPORTUN

ITIES

Team Builder

LE

AD THE TEAM

The Portrait of a Future-Ready Principal

Behavioural Competency Model for Early Childhood Centre LeadershipLike an infi nity loop, the family of 10 competencies

build on one another in a virtuous cycle.

As with most things, leadership begins with the Self, at the centre of the loop. From there, leadership is exercised outwards, into the

immediate Team, then the Community. Step after step, success breeds success. The work of a leader never stops, but neither does the reward.

Annex C:Overview of the Behavioural Competency Model

in Principal Matters