Education Queensland

1
Education Queensland

• Changes to
• Principal Selection

February 2007
2
Why Change?

• Applicant and panellist feedback from
• previous process indicated a need for
• Simplification of applications,
• Professional rather than process-driven
  discussions, and
• A broader snap-shot of applicants current
  performance rather than just six STARs.

3
Key issues

• Need to differentiate more effectively between
  applications.
• Task verification form becoming an ineffective
  indicator.
• Need for greater access to current performance
  information.
• Implementation of new Directive on Recruitment
  and Selection 04/06

4
Need to Differentiate between applications.

• The current process has been in place since 1998
  and given only six STARs were required, examples
  selected by applicants within the pool were
  increasingly similar
• The revised process allows an applicant to
  demonstrate both breadth of experience and
  capacity through multiple examples.

5
Task Verification Form becoming an ineffective
indicator.

• Particularly evident in higher banded positions.
• Tasks often not current.
• Logistics involved in verifying claims.
• Considered by panels as ineffective as a
  selection tool.

6
Need for greater access to current performance
information.

• Research has shown that the most effective
  indicator of future success is current
  performance.
• Requirement to have that information validated by
  current supervisor.

7
Implementation of new Recruitment and Selection
Directive 04/06

• New Directive allows the referee report to be
  considered at any time within the selection
  process.
• Requires that a public service employee must
  disclose all information known to them that is
  relevant to the applicants ability to undertake
  the responsibilities and duties of the position
  and to the work behaviour of the applicant.

8
Intent

• More efficient process that encompasses ongoing
  performance review to assess when applicants are
  ready.
• Less onerous task for the applicant CVs can be
  maintained and SCs updated as required.
• Wider use of selection tools in the process.
• Capacity for panels to validate more effectively.

9
What is different?

• Only 4 Selection Criteria to respond to for Bands
  5-11 Principals.
• Increased emphasis on CV
• Referee report to be signed by supervisor and
  sent in with application
• No Task Verification form
• Evidence is linked to the Leadership Matters
  Capabilities

10
Role of Principal

• Principals play a vital role in delivering the
  vision of Education Queensland. The leadership of
  principals is critical to improving the
  educational outcomes of students in their
  schools.
• Principals have a major influence on developing
  the quality of teaching and learning and
  nurturing positive relationships between
  students, teachers and stakeholders.

11
Role of Principal (cont)

• They
• lead the school community to develop, articulate
  and commit to a shared educational vision
  focussed on providing quality learning outcomes
  for all students
• uphold the principalship as a values based,
  ethical and moral activity
• embed socially just practices in daily school
  life
• set high standards for student and staff
  performance
• are active participants in life long learning and
  ongoing professional development
• form partnerships with parents, other government
  agencies, community groups, industry and
  business
• are futures oriented and strategic
• understand the legislation and policies that
  impact on schooling and
• manage resources to achieve goals.

12
Selection Process

• Prior to considering applications the panel meet
  to clarify (taking account of the selection
  criteria) expectations around the knowledge,
  skills and experiences required to successfully
  undertake the position.
• Bands 711 The selection of applicants to Bands
  7-11 principal positions is based on a cluster
  of schools selection process. Cross-district
  panels are formed to undertake the selection
  process. A nominee of the Director-General of
  Education chairs the panel. The rest of the panel
  consists of one nominee of the Deputy-Director
  General, Education Queensland, one nominee of the
  Queensland Teachers Union, and a member of the
  local school council (if applicable) or a nominee
  of the Parents and Citizens Association (PC).
  The PC may invite the QCPCA to nominate a
  representative.

13
Selection Process (cont)

• Shortlisting The panel evaluates the
  applications to determine who should be
  interviewed for positions. Shortlisted applicants
  are contacted to arrange an interview time.
  Applicants who are not shortlisted are advised by
  mail that they have been unsuccessful.
• Referee checks Referee checks can be
  undertaken, at the panels discretion, at any
  time during the selection process. The panel
  uses the information provided in the completed
  referee report to assist in the selection
  process. The panel may contact your second
  referee to seek further information. Panels will
  not consider testimonial statements from
  referees.
• Maximising appointments - An applicant who has
  been recommended for a principal position but has
  been unsuccessful in being matched to a vacant
  position may be contacted to consider extending
  their preferences. This ensures that the maximum
  number of appointments are made to the vacant
  positions.

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New Selection Criteria (7-11)

• SC1 Demonstrated leadership of a curriculum,
  teaching and learning environment, leading to the
  achievement of quality learning outcomes for all
  students.
• SC2 Demonstrated strong interpersonal skills and
  demonstrated capacity to develop and sustain
  productive relationships within and beyond the
  school community.
• SC3 Demonstrated strategic thinking and
  analytical skills and the ability to use those to
  influence the educational agenda for state
  schooling.
• SC4 Demonstrated ability to manage effectively
  human, financial and physical resources to
  deliver high quality organisational outcomes.
• SC5 Demonstrated capacity to develop and maintain
  an organisational culture based on ethical
  professional and personal behaviours and
  corporate values. (Do not write to this in your
  application.)

15
New format for responses to SCs

• Not written in STAR format,
• One page per selection criterion,
• Dot point format that provides examples of
  experiences that demonstrate ability to meet
  criteria.

16
Dos and Donts

• An effective response to a selection criterion
  provides evidence that you meet the requirements
  of the position. Beliefs, philosophy or knowledge
  is not evidence.
• Dont write a thesis on leadership. Simple
  assertions or generalist statements are not
  helpful. Use examples of your experience and
  achievements as a leader.
• Citing five years experience as a manager does
  not constitute evidence that you are a good
  manager. The selection panel wants to know what
  you have actually done.
• Context is important. You need to consider the
  environment in which the position operates in
  order to make your responses relevant. For
  example, leadership roles in schools may differ
  depending on the size, location and complexity of
  the school as well as specific characteristics of
  the centre.

17
Example of dot point.

• As General Manager, Planning and Purchasing I am
  responsible for
• Oversight monitoring of TAFE Institute
  performance
• Reform of all facets of
• Planning of the..
• Allocation of 120m to.

18
Example of dot point.

• I have significant experience in national policy
  development and in the
• development of implementation strategies for
  Queensland. For example
• QLD representative on national policy bodies -
  NCA Committee VETP Working Group AESO
  Committee HE Forum (200X-0Y)
• oversight of preparation of all Departmental
  briefing for the Minister for ANTA MINCO and
  MCEETYA (200X-0Y), and
• representative of Director General at ANTA CEOs
  Committee.
• To drive implementation of agreed strategies, I
  have
• Established.
• Allocated.
• Monitored
• Reported achievements including..

19
Referee Reports

• Referee report to be signed by supervisor and
  sent in with application.
• Highlights need for performance review process to
  be established between principals and
  supervisors.
• Should be no surprises as this would be part of
  ongoing performance discussions with supervisor.

20
(Referee Reports Cont.)

• Applicants should seek feedback around the
  Referee Report well before applying for a job.
• Provides qualitative information to panels about
  the applicants capabilities.
• Needs to be specific to each SC.

21

• Its all about
• the Best Applicant
• not necessarily
• the best application