The development and support of leadership is enacted in a number of school-based processes.


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  • staff induction is planned, deliberate and supported
  • roles such as mentors and buddies have clear specifications and are provided with support for their work in induction
  • induction is specified as the key responsibility of a senior leader and supported by all in the leadership team
  • induction includes briefings around Catholic identity and school vision/charism/traditions, role clarity, expectations of staff, occupational health and safety, school policies and procedures, school calendar and support processes.

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Clarity of expectations

  • role specifications clearly state the responsibilities and expectations of all staff members
  • role specifications are in place for all positions of leadership and other responsibilities
  • school procedures are clearly documented as a reference for all staff
  • the Consultative Committee provides advice to the Principal on class sizes, work loads and positions of leadership
  • staff are regularly and appropriately briefed on their legal and professional obligations, including OHS and mandatory reporting
  • staff contracts are clear, up-to-date and aligned with industrial requirements.

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Annual review and goal setting

  • all staff have the opportunity to participate in developing the school’s Annual Action Plan and strategic directions
  • all staff participate in an Annual Review Meeting.

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Feedback and recognition

  • professional feedback is part of the school culture – for individuals, for teams, for staff and for the whole community
  • processes are in place for staff to receive formal and informal feedback on their work
  • leaders demonstrate their commitment to learning by making class visits, modelling good practice, giving feedback, sharing insights and stimulating self-evaluation
  • data around student learning and staff performance is analysed and acted upon by staff teams and by individual staff members
  • staff demonstrate their commitment to learning by giving and receiving feedback, sharing insights and pursuing feedback on their performance
  • opportunities are provided for staff to undertake coaching and professional learning to assist their performance.
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Leadership development

  • leaders participate in an induction program, including induction into the Catholic identity of the school
  • leaders are committed to regular faith and spiritual formation and professional learning
  • leaders participate in networks and formation programs offered by the diocese
  • teams regularly review their own performance as the basis for their own development and action
  • staff members review their contribution to team deliberations and decision making
  • the leadership team seeks feedback about its performance and the school’s performance
  • the leadership team uses data as a prompt for determining direction
  • formation in leadership is available to all staff
  • formation for all teams is planned, deliberate and connected to the school’s Annual Action Plan.

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Board/Council formation

  • Board/Council members participate in an induction program, including induction into the Catholic identity of the school
  • Board/Council members are committed to regular spiritual formation and ongoing self-education
  • Board/Council members participate in networks and formation programs offered by the diocese
  • the Board/Council regularly reviews its own performance as the basis for its ongoing development
  • individual Board/Council members review their contribution to Board/Council deliberations and decision-making.

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Parent/Carer education

  • opportunities are provided for parents to engage in education programs to assist them in their understanding of their own faith and spirituality, their role as parents and prime educators in the faith of their children, the work of the school and the learning of their children
  • there is awareness that all parents, regardless of income, education level or cultural background are involved in their child’s learning and want their child to do well at school
  • the school works with families to build social and political connections
  • staff are supported to work with family and community members
  • family and community engagement is linked to student learning
  • schools engage families and community members in developing trusting and respectful relationships
  • there is a philosophy of partnership and shared responsibility
  • parents, school staff and community members understand that the responsibility for children’s educational development is a collaborative enterprise
  • there are strong connections between parishes, schools and community organisations.

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Professional learning

  • professional learning is prioritised, led and resourced
  • professional learning includes a shared commitment to professional learning teams that focus on learning and continuous improvement
  • professional learning is well planned and matched to individual and school needs
  • professional learning is collaborative and collegial and includes shadowing, peer coaching and mentoring
  • professional learning activities are linked to classroom practice – findings are used to influence future planning
  • Annual Review Meetings and annual goal setting meetings are linked to National Professional Standards
  • Annual Review Meetings and annual goal setting meetings are used to provide feedback in identifying the strengths and skills of all staff and meet their development needs
  • there are appropriate appraisal processes for teachers in Leadership positions (see SSEB Policy Summative Appraisal)
  • staff Professional Learning Plans are linked to the School Improvement Plan
  • professional learning and formation for School Board/Councils is ongoing and linked to the Charter for Governance in the Sandhurst Diocese
  • parent education through high levels of engagement with parents and families ensures effective partnerships that support learners' needs and reduce the barriers to learning
  • building leadership capacity through professional learning focuses on learning and teaching as the key to school improvement.

Student leadership

Leadership development is an objective for all students in a Catholic school, not only for a small group.

A school’s approach to student leadership flows from its vision, identity statement and graduate outcomes.

… the presence of barriers that prevent students realizing their human potential cannot feature in the Catholic school’s approach to student leadership if it wishes to be distinctive. If service is understood to mean to bring out the potential of another person because of a belief in the dignity of each person, than the particular approach to student leadership in a Catholic school will need to be invitational, cooperative and collaborative. 

Leadership formation opportunities are embedded in the learning and teaching program so that all students progress in their understanding of themselves as leaders in the school community and beyond.

Students leading across dimensions of school life – in Catholic identity, learning and teaching, pastoral wellbeing and in the stewardship of resources.

Students are valued contributors to decision making in the school and encouraged to participate in school improvement, school review and future planning.

Inclusive, collaborative and distributed leadership models form the basis for student leadership in the Catholic school.

Student leadership roles are defined carefully to ensure that they are developed in a way that will serve the school community and to provide opportunities for service and representation across a wide group of students and at all year levels.

In line with our values, formal leadership roles are available to a broad range of students with appointment to these roles being made after a period of discernment rather than by popular vote. In addition:

  • formation in leadership is available to all students and embedded in the learning and teaching program
  • targeted training is provided for student leaders who take on specific roles or responsibilities