School leaders play a vital role in delivering the department's vision as well as providing education leadership for the benefit of improving student outcomes.
These leadership roles include:
- Head of Curriculum (HOC)
- Head of Department (HOD)
- Head of Special Education (HOSE).
Capability and Leadership Frameworks
Deputy Principals' Capability and Leadership Framework and Heads of Programs' Capability and Leadership Framework are multi-layered self-reflective frameworks designed to enrich instructional leadership, capability development and provide a focus for performance development planning.
Teaching and learning audits
In 2010, the Queensland Government introduced comprehensive audit requirements for state schools in the area of teaching and learning. That year, all Queensland state schools were audited against eight domains covered in the Audit Instrument.
The Audit Instrument was developed by the
Australian Council for Educational Research (ACER) under contract to the department using international research.
The instrument is also informed by:
In 2011, the department continued to audit Queensland state schools in line with each school's quadrennial school review, in the term after a new permanent principal is appointed or at the request of the principal. Schools will not be audited more than once in any 12 month period.
As a school leader, you will use the information gained from the audit to design strategies and initiatives that promote school improvement.
The induction process ensures that new employees are equipped with the knowledge to do their job effectively and have an understanding of how their role contributes to the school's educational objectives.
It is appropriate for a comprehensive local induction to take several months, but priority must be given to the mandatory induction relevant to the role. All employees are required to complete the mandatory induction program in either a face-to-face or online environment, and revisit the relevant mandatory components annually. See the appropriate induction planner for details of mandatory induction requirements for a role.
Guidelines and resources are available to help you deliver effective mandatory and local inductions.
Leading the performance and development processes
The Performance and development processes process and leadership share a focus on relationships and interpersonal understanding.
Many of the capabilities and tools that principals and school leaders need to lead the performance and development processes are applicable in many other leadership situations.
You will be responsible for ensuring the employees you manage are performing their duties to the best of their abilities and contributing effectively to the objectives in the school plan.
All managers are expected to embed performance management into their practice. This involves regular and consistent monitoring of employee performance and dealing quickly and effectively with poor performance or unacceptable behaviours.
Developing trusting and respectful relationships with and between employees is essential to enable performance issues to be managed before they become discipline issues.
Guidance is available in the managing unsatisfactory performance suite of
Code of school behaviour
You will be expected to model the behaviours expected of staff within your school as outlined in the school’s
Student Code of Conduct.
These expectations align with your responsibilities under the
Code of Conduct, the Health, Safety and Wellbeing Management Framework and the legislative requirements of the
Information Privacy Act 2009. You may need to discuss these expectations with other school staff as part of your role.
Aspiring to promotional positions
Many career-advancing opportunities are available for high performing teachers. Refer to the career opportunities information at
Professional learning opportunities
Your own professional learning may include: