SYSTEM LEADERS

MIDDLE 
LEADERS

TEACHER
LEADERS

ASPIRING SENIOR
LEADERS

NEW SENIOR LEADERS

ESTABLISHED SENIOR LEADERS

Those who are willing to work alongside others to build a better school community, to overcome challenges and
obstacles and who desire to improve the learning for the students in their care.
Those who have additional responsibilities outside of the classroom and play a formal role in the school’s
leadership team.
May be teacher/middle leaders, who in their schools hold either a formal or informal leadership role,and aspire to
the role of deputy principal or principal.
School leaders who have completed three years in the role.
School leaders in the first three years of senior leadership.
Those who successfully lead in their own school or organisation, and work collaboratively to drive system
improvement.
REFLECTION ON PRACTICE

Reflective practice is the ability to reflect on one’s actions to engage in a process of continuous learning. This
involves paying critical attention to the values and theories which inform everyday actions, by examining practice
reflectively.
RELEVANT EXPERIENTIAL LEARNING

Experiential learning can be both formal and informal. It involves action as well as reflection. These approaches enable leaders to identify and address issues through gathering and using evidence to inform practice.
COGNITIVE DEVELOPMENT

The renewed focus on the school leader as a leader of learning makes use of new knowledge and the engagement with new ideas and perspectives an important component of professional learning for leadership. Reading and research provide an alternative view and a different lens through which a leader can view his or her practice.
FLEXIBLE AND SUSTAINABLE

Professional learning should be linked to the needs of the participants and should be responsive to the culture and context in which the school leader works. Indeed, research highlights the importance of the availability of professional learning relevant to specific need in promoting greater engagement.
INDIVIDUAL AND COLLABORATIVE LEARNING

Individual learning has benefits; it should be a part of all professional learning and allow for leaders to develop their own individual personalised pathway towards their specific goals. Along with this is the importance of considering group dynamics and a safe working environment as well as explicit discussions of notions of trust, confidentiality and power that will allow for better outcomes from the collaboration.
PROFESSIONAL STANDARDS

The Looking at Our School 2016 Framework for Leadership and Management, published by the Department of Education and Skills Inspectorate, is designed for school leaders to use in enhancing the quality of leadership in their schools.