FOSTER PROFESSIONAL PARTNERSHIPS
Leaders need to be skilled in working with others to ensure the established vision is futures-focused and responsive to the needs of their clients now and in the future.
The Australian Professional Standartd for Principals (AITSL, 2011)
The fundamental principle contributing to the success of the PIVOTAL Model is that of fostering professional partnerships between schools and organisations on a local, state, national and international level. Strategically fostering partnerships with local schools, individual school leaders and professional bodies, such as the Australian Institute for Teaching and School Leadership (AITSL), provides opportunities to develop meaningful ongoing relationships that serve as a platform for future collaboration and knowledge-building exercises. Central to this concept of fostering professional partnerships is that of identifying common ground from which the partnership can flourish.
This approach enables a reciprocal arrangement to occur, where partners promote and support the development of meaningful postgraduate courses that will reveal the learning needs of schools leaders. Academics are empowered to provide leaders in the profession with optimum opportunities for thriving academic leadership throughout their careers. The PIVOTAL Model highlights the importance of developing these tripartite relationships between schools, professional bodies and academia (Shaw, 2011) as an integral element in the development of successful future leaders.
Sustainable relationships are formed and reciprocal benefits occur by fostering professional partnerships with local schools and their leaders across the sectors of state, independent and Catholic, and with professional bodies such as AITSL, The Australian Council for Educational Leaders (ACEL), Principals Australia Institute (PAI), the Australian Institute of Management (AIM) and the Stronger, Smarter Institute. It is part of the institutional responsibility to ensure authenticity in its programs of study and the successful development of academic leaders through on going and collaborative ventures with external colleagues, employers, schools and associations.
Professional Standards from a nationally-endorsed framework provide the common ground from which to begin professional conversations with external partners based on these sustainable relationships. Within the field of Education, the common ground was found in the Australian Professional Standard for Principals (APSP) (Figure 2). This model provides the shared vision, language and underlying goal of developing ‘high quality learning, teaching and schooling’, which then leads to ‘successful learners, confident, creative individuals and active, informed citizens’ (AITSL, 2011).