QELi Future Leaders – Group 2 Running Waters P-12 College – Case Study

Running Waters P-12 College

Case StudyGroup 2

“Leaders are evidence based and consult widely before acting”

Neil Carrington

QELi Future Leaders – Group 2 Running Waters P-12 College – Case Study

Running Waters P-12 CollegeCreating a demand for Change

1. Creating Discontent with current reality

Audit student achievement, career paths, student disengagement, literacy and numeracy

Show that the College is not performing to a previous standard.

Audit current teaching practices Relate teaching practice to Professional Standards of Teachers to look for areas of improvement

School Vision “Learning for a Bright Future with People as our Greatest Asset”

Is this the current focal point of teaching and learning across the College?

What makes a High Performing College? Members of the Guiding Coalition to visit recognised high performing schools for practices that would work at Running Waters

QELi Future Leaders – Group 2 Running Waters P-12 College – Case Study

Running Waters P-12 CollegeCreating a demand for Change

1. Generating Inspiration from what’s Possible – a vision

2. Leverage the ‘givens’

Identify and celebrate the community vision – generate shared values within the College

Develop the strategic plan – Focus on priorities of staff and students. Set goals and targets as a team, put together strategies and initiatives with project leaders.

Monitor and evaluate policies and procedures trialed and put into practice.

Focus on NAPLAN data as this will allow the College to attract enrolments

Focus on the needs of students as well as staff

Focus on the needs of parents and wider community

Look at National Professional Standards for Teachers to drive PD

QELi Future Leaders – Group 2 Running Waters P-12 College – Case Study

1. Leading Teaching and Learning

Plan and Act•Assess and diagnose a given situation, develop a plan, allocate resources and implement the plan consistent with the vision and values of the schoolReview•Collect and analyse data and make decisionsRespond•Consider how to consolidate the implementation or determine what to change or alter how decisions are made

QELi Future Leaders – Group 2 Running Waters P-12 College – Case Study

1. Leading Teaching and Learning

Focus on improving the whole school academically

•Curriculum instruction and Student Achievement– Knowledge of ‘Big Ideas’ in Core Curriculum

– Literacy and Numeracy

– Focus on Quality Assessment Instruments

– Knowledge of research-based, student-centred instruction

– Monitoring and development of effective instructional strategies

– Identifying quality teachers

– National Standards

QELi Future Leaders – Group 2 Running Waters P-12 College – Case Study

2. Developing Self and Others

Plan and Act•Deal quickly with the social welfare issue of student self harm/bullying. Bullying perpetrators need to be identified, interviewed, appropriate sanctions applied and the issue quickly closed to prevent it dragging on.Respond•PD required for all staff in Child Safety and Child welfare issues •Set up mentoring program between staff and line managers [focusing initially on Tony and Brian]

QELi Future Leaders – Group 2 Running Waters P-12 College – Case Study

2. Developing Self and Others

Managing the experience of change for existing staff•Five Key Principles:

– Different People react differently to change– Everyone has fundamental needs that must be

met– Change often involves a loss, people may go

through a loss curve– Expectations need to be managed realistically– Fears have to be dealt with

QELi Future Leaders – Group 2 Running Waters P-12 College – Case Study

3. Leading Improvement, Innovation and Change

Plan and Act•Set up a pastoral team made up of YLCs to write and put in place working student welfare plans and protocols. Start with the School bullying policy, focusing on processes and protocols.

Review•Review induction procedures for the whole school – SLT team to disseminate procedures to all line managers in the school

Respond•Develop formal Line Management Structure for Running Waters School – in particular the SLT and HODs.

QELi Future Leaders – Group 2 Running Waters P-12 College – Case Study

3. Leading Improvement, Innovation and Change

Develop a strategic, research-based plan for change•Establish major directions for the college•Resources concentrated in a limited number of major directions

QELi Future Leaders – Group 2 Running Waters P-12 College – Case Study

4. Leading the Management of the School

Review•Review the recent audit completed on the school. This will provide SLT with a roadmap for change.•Review induction procedures for the whole school – SLT team to disseminate procedures to all line managers in the school to ensure appropriate induction procedures are in place

QELi Future Leaders – Group 2 Running Waters P-12 College – Case Study

4. Leading the Management of the School

• Build a Guiding Coalition• Leaders cannot implement new strategies

on their own• The Guiding Coalition reflects:

– Position Power – Key Players– Expertise – Allows informed decisions to be made– Credibility – Group decisions will be taken

seriously– Leadership – Proven leaders can drive the

change process

QELi Future Leaders – Group 2 Running Waters P-12 College – Case Study

5. Engaging and working with the Community

Plan and Act•Community need to be engaged by organising a school food festival to bring different communities within the school together. A food festival would unite the whole Running Waters community through food from different cultures.

Review•SLT to look at community engagement projects across the school

Respond•Investigate the role played by the external organisation in the induction of the chaplain to the school.

QELi Future Leaders – Group 2 Running Waters P-12 College – Case Study

5. Engaging and working with the Community

• Building on Running Waters College as part of a Purposeful Community

• Schools provide more support for students, families and staff when they are an integral part of the community

• Agencies make services more accessible– Connect better with hard-to-reach clients

• Partnerships – Connections between school and Community resources– Collaborative fund raising– Volunteer assistance– Mentoring and training from professionals– Opportunities for internships, jobs, recreation and building a

sense of community