1
Principalsmatter–Newleadershipprogrammetogearup150preschoolprincipalsforthefutureAmidtheSkillsFuturemovement,aLienFoundation-ledcoalitionoflocal&internationalorganisationsconsulted50earlychildhoodleaderstodeveloptrainingprogrammeonpreschoolleadership
Singapore,27April2016
1. Leadersmatter.Effectiveprincipalleadershipinfluencesthequalityofearlychildhood
education1.Researchhasshownthatleadershipofprincipalsissecondonlytoteachingin
termsofimpactonchildoutcomes2.Strongerandmorecapableprincipalsultimately
benefitchildreninthemostformativeperiodoftheirlearninganddevelopment.Without
goodprincipalsasrolemodelstoleadtheteachersandeffectchanges,anyeffortsto
drivelong-termimprovementsintheECEsectorcouldbeshort-lived.
2. Todeveloppreschoolprincipals,theLienFoundationislaunchinganewleadership
developmentprogramme,PrincipalMatters,incollaborationwithfourlocaland
internationalorganisations:SEEDInstitute,Singapore’slargesttrainingproviderinearly
childhoodeducation;WheelockCollege,aU.S.liberalartscollegefoundedin1888;SIM
University(UniSIM),Singapore’sonlyprivateuniversitythatfocusesonlifelonglearning;
andKornFerryHayGroup(KFHG),aglobalpeopleandorganisationaladvisoryfirm.
Experientialtrainingwithoverseasexposure
3. This$2.7milliontrainingprogrammeadoptsanexperiential,multi-disciplinaryapproach
thatgivesparticipantsoverseasexposuretobestpractices,aswellasdiverselearning
opportunitieswithmentorsandleadersoutsideECE.Itwilldevelop150preschool
principals(withthreetotenyearsofexperienceasprincipals),closeto10%of
Singapore’spreschoolprincipals.Theprogramme,valuedatover$16,000perprincipal,
comesfreewithnostringsattachedfortheprincipalsselected.
1Aline-WendyDunlop,ALiteratureReviewonLeadershipintheEarlyYears,April20082Wahlstrom,K.,Seashore-Louis,K.,Leithwood,K.,&Anderson,S.(2010).Investigatingthelinkstoimprovedstudentlearning:Executivesummaryofresearchfindings.NewYork,NY:TheWallaceFoundation.
2
4. Theprogrammecomprisesbite-sizedmodulesspreadover6months:Afive-day
workshopbyanorganisationaldevelopmentfirmthattrainsseniorcivilservantsand
corporateleaders;a12-dayvisittoBoston,theeducationalhubofAmerica;a
mentorshipprogrammewithnineECEleaders(includingECDAFellows);apublic
symposiumshowcasingtheprincipals’capstoneprojects;andaresearchstudyonthe
evolvingnatureofpreschoolleadershipamidchangingsocietalnormsandfamily
dynamics.
Whatmakesgoodleaders
5. PrincipalMattersisbuiltatopanewcompetencymodelspeciallydevelopedbyKFHGfor
theSingaporeECEsector.Developedthroughinterviewswith50leadersincludingECDA
Fellows,businessowners,veteranprincipalsandyoungprincipalsfromprivate,non-
profitandanchoroperators,thebehaviouralcompetenciesofoutstandingpreschool
principalsofthefuturewereidentified,codedandbenchmarkedagainstKFHP’sglobal
databaseofleadershipcompetencies.
Principalsneedinvestmentintheirleadershipdevelopment
6. Investmentinpreschoolprincipalsisimportantnotonlybecausedevelopmentinthe
earlyyearsiscrucial,itisalsobecausetheweightofthiscrucialtaskoftenfalls
disproportionatelyontheshouldersofasingleindividual–theprincipal.
7. Singapore’spreschoolprincipalstendtobeyoung,risinguptotakethehelmasaresult
ofhighteacherattritionrates.Officialstatisticsareunavailablebutanecdotally,many
teachersbecomeprincipalsintheirmidtolate20sduetothemanpowercrunch.Inafew
shortyears,theygofrommanagingaclassofchildrentohavingtomanageabusiness–
fromsupervisingandretainingteachersofdifferentagesandbackgroundsandengaging
increasinglywell-educatedparentswhoareoftenolderthanthem,tomaintaining
enrolmentandkeepingcostslowinacompetitivemarket.
Principalsunderpressure
8. Preschoolprincipalsarealsounderpressuretoimplementtheslewofrecentchanges
andnewECEpolicies.Furthermore,inthelastfiveyears,thenumberofchildcarecentres
hasexpandedbyalmost40%inspiteofpersistentmanpowershortages3.Principals
spendlotsoftimeandenergytoobtainSPARK(SingaporePreschoolAccreditation
3SeefiguresinAnnexB:FactsandFiguresonECEandLeadershipTrainingforECEpractitioners
3
Framework)fortheirpreschools,asthisrigorousqualityassuranceframeworkhas
becomeafavouredbenchmarkbyparents,businessownersandthegovernment.This
year,fivemegapreschoolsareslatedtoopen,requiringtheprincipalstomanage
enrolmentandstaffteamsthatarethreetofivetimesbiggerthantypicalpreschools.
Soon,allprincipalswillneedtostayabreastofnewregulationsundertheEarlyChildhood
DevelopmentCentresActwhenitistabledinParliamentlaterthisyear.Thesectorwould
alsoneedtoadapttoanewSkillsFrameworkintroducedaspartofSkillsFuture.
9. Inspiteoftheserisingdemands,theavailabletrainingforpreschoolprincipalsislimited.
Thewell-knownECDAFellowshipof14ECEveteransservesmoreasaplatformfor
servicetothesectorratherthanleadershipdevelopment.Currently,lessthan20%,or
sevenoutof47,ofthecoursesintheECDAprospectusonContinuingProfessional
Developmentcaterexclusivelytoprincipals.4
10. Thetrainingopportunitiesforprincipalsandvice-principalsatMOE(Ministryof
Education)primaryandsecondaryschoolsaremarkedlydifferent.Theyhavearobust
andgenerouschoiceofdevelopmentcoursessuchastheLeadersInEducation
Programme,ManagementandLeadershipinSchoolsProgramme,andBuilding
EducationalBridgesProgramme5.Alongsidethese,MOEprincipalsarepartofavibrant
professionalbody–theAcademyOfPrincipals–thatconducts,amongothers,a
successfulyearlongmentorshipprogrammefornewlyappointedprincipals.
11. Underliningtheneedforgreaterinvestmentinpreschoolprincipals,MrLeePohWah,
CEO,LienFoundationsaid,“Today,thedemandforexperiencedandcapableprincipalsis
higherthanever.Thisisdrivenbythedramaticgrowthofpreschoolcentresandintense
government-directed,sector-wideinitiativestoenhanceprofessionalismandstandards
inearlychildhoodeducation.Itputsprincipalsundertremendouspressuretoperform.”
Headded,“IfthechangingandincreasinglycomplexECEsectorcontinuestosufferfrom
deficitinleadershipdevelopment,itwillnotbeabletorespondtothesegrowing
demands.PrincipalMattersaimstonurtureapipelineofprofessional,high-calibre
preschoolleaderswhoareabletoaligntheirvaluesandactionstoeffectivelyinitiate
changeforthebetter.ThislearningjourneytakesplaceamidsttheSkillsFuture
movementaswejoinhandstofosterpersonalandprofessionalgrowthofincumbent
principals.” 4https://www.ecda.gov.sg/Documents/Prospectus%202016.pdf5http://www.nie.edu.sg/leadership-professional-development/leadership-programmes
4
Distinctiveemphasisoneffectivepractice
12. MsHoYinFong,AcademicDirector,SEEDInstitute,said,“Presently,leadershipdiploma
programmescoverfundamentaltheorieslikequalitiesofagoodleaderandteam-
building.WewanttogoonestepfurtherwithPrincipalMatters,tohelpprincipals
translatevisiontopractice;tonotjustknowwhatthemanagementtoolsare,buthowto
applythemtobringaboutchangeintheirschools,organisations,andultimatelytheECE
sector.Thebehaviouralcompetencieswillbringparticipantsfromknowledgetoeffective
practice.”SEEDInstitutewillleadtheSingaporelegoftheprogramme,comprising
workshops,mentorshipsessionsandasymposium.
13. Developedtobeeasilyapplicablebyprincipals,thebehaviouralcompetencymodel
highlights10keyleadershiptraits–believeinpeople,manageyourself,careforpeople,
developpeople,leadtheteam,drivechange,leadstrategically,influencepeople,partner
thecommunityandharnessopportunities.
14. “Thestudyidentifiesthebehaviouralcharacteristicsessentialforacentreleaderinthe
earlychildhoodsectortoproduceoutstandingoutcomesforthecentreandthesector.
Withthis,welaythefoundationformoretargeteddevelopmenteffortsforleadersinthe
sector,”saidMsTanKhaiLing,ManagingConsultant,KornFerryHayGroup.KFHGwill
alsodevelopfeedbacktoolstotracktheprincipals’behaviouraldevelopmentafter12
and18months.
15. Echoingtheimportanceofbehaviouralcompetencies,MsShaireenSelamat,aPhD
candidateinECEleadershipsaid,“Toteachers,aprincipal’sbehaviourismoreimportant
andabetterreflectionoftheirleadershipabilitythantheirknowledge.Howaprincipal
relates,reactsandmanagesthepreschoolhasgreatimpactonteachers,andonthe
teachingorguidancechildrenreceive.Principalsare‘frontliners’whocan’thidebehind
meetingsandemails.Theirpositionrequireshealthyandvisibleleadershipthat
influencesandimpactsthequalityofteachers,teachingandsubsequentoutcomesinthe
children’sdevelopment.”
Bestminds,bestpracticesfromBoston
16. Thecadreofprincipalsundertheprogrammewillgainfirst-handknowledgeofbest
practicesinearlychildhoodeducation.LedbyWheelockCollege,theywillmeetexperts
5
fromrenownedinstitutionssuchasHarvardUniversity’sCentreontheDevelopingChild6,
theBostonChildren’sMuseum,andleadersfromotherfieldsduringtheiroverseas
traininginBoston.Theywillhaveattachmentsinleadingearlychildhoodenvironments,
suchasthosefrominclusivepublicpreschoolsystems,internationallyrecognisedprivate
earlychildhoodmodels,andresearch-basedpublicprogrammessuchasHeadStart7.
17. Dr.LindaDavis,DeanofInternationalPrograms&PartnershipsatWheelockCollegesaid,
“Bostonisthehubofinnovativeresearchandbestpractices.Itisouraimtoleveragethis
facttoouradvantageandexposeprincipalstosomeofthebestexpertiseavailable,
cutting-edgeresearchandanout-of-the-boxexperiencethatwillchallengethewaythey
thinkanddothings.”
Chancetoapplytheirlearning&solveproblems
18. Theprogramme’suniquefocusonpracticewillrequireparticipantstoidentifyaspecific
leadershipchallengetheyarefacingattheirpreschoolatthestartoftheirtraining.These
couldbechallengessuchastheneedfornewparentengagementstrategiesorhowtobe
moreinclusiveofchildrenwithspecialneeds.Eachprincipalwillworktowardsthe
solutionfortheproblemthroughouttheirtrainingandpresentitatthePrincipalMatters
CapstoneSymposium,whichconcludestheprogramme.Eachgraduatingcohortof
principalswillcontributebyhelpingtomentorfuturecohorts,creatingaprofessional
communityofpracticeofECEprincipals.
19. Theprogrammewillbecomplementedbyaqualitativeandethnographicresearchstudy
byUniSIMthatidentifiesexamplesofprincipals’practicesinSingapore.Thisistoimprove
understandingofleadershippracticeslocally,andenhancepolicyformulation.
FirstcohortofPrincipalMattersinAugust
20. Applicationshaveopenedforinterestedprincipalswiththreetotenyearsofexperience.
The150selectedprincipalswillbetrainedinsixgroupsof25,withthefirstcohort
startingon22August2016.Theclosingdateforapplicationforthefirstbatchis18May
2016.Interestedapplicantswhowouldliketojoinlatercohortsareencouragedtoapply
inadvance.PrincipalMatterswillruntill2019,withthetotaltrainingsessionspercohort
6http://developingchild.harvard.edu7AbouttheHeadStartprogrammehttp://www.acf.hhs.gov/programs/ohs/about/head-start
6
takingabout100hoursoversixmonths.Theapplicationformcanbedownloadedat
www.principalmatters.sg.
21. OutsideofSingapore,somecountriesliketheU.S.relyonlegislationandpoliciesto
supportthetraininganddevelopmentofhigh-qualityleadershipinearlychildhood
education.Insomestates,principalshavetobelicensedpractitionerswhoarerequired
toundergoannualtraining.AsSingapore’searlychildhoodeducationevolves,
considerationofsuchmeasuresmaydowelltoprovidegreaterrigourandprofessional
empowermenttotheleadership.Inaddition,anacademyliketheU.K.’sNationalCollege
ofTeachingandLeadership,whichalsodevelopsleadersofearlychildhoodeducation,
couldtransformtheheartbeatofSingapore’sECEsectorfromtheinsideout.
AnnexA-ThePrincipalMattersJourney
AnnexB-FactsandFiguresonECEandLeadershipTrainingforECEpractitioners
AnnexC-OverviewoftheBehaviouralCompetencyModelinPrincipalMatters
oOo
AbouttheLienFoundation www.lienfoundation.orgTheLienFoundationisaSingaporephilanthropichousenotedforitsmodelofradicalphilanthropy.Itbreaksnewgroundbyinvestingininnovativesolutions,conveningstrategicpartnershipsandcatalysingactiononsocialandenvironmentalchallenges.TheFoundationseekstofosterexemplaryearlychildhoodeducation,excellenceineldercareandeffectiveenvironmentalsustainabilityinwaterandsanitation.Intheareaofearlychildhoodeducation,theFoundationaimstocreateabetterplayingfieldbystrengtheningcapacityinthisareaandopeningupopportunitiesfordisadvantagedpreschoolers.Toadvocategreateraccesstoqualityearlychildhoodeducation,theFoundationcommissionedastudy,VitalVoicesforVitalYearsthatexaminedleaders’viewsonimprovingSingapore’spreschoolsector.InJune2012,theLienFoundationreleasedaglobalbenchmarkstudycalledStartingWellthatranked45countriesontheirprovisionofpreschooleducation.TheuseofI.TformsakeystrategyintheFoundation’seffortstoincreaseefficienciesandenhanceprofessionalisminthepreschoolsector.TheFoundationchampionedacommunity-basedmodelofcarewherespecialistsgointomainstreampreschoolstohelpchildrenwithlearningdifficulties.Itssuccesshasinspiredascaled-upnationalversioninSingapore.Initspushforinclusivityineducation,theFoundationsetupSingapore’sfirstinclusivepreschool,KindleGarden,withAWWA(AsianWomen’sWelfareAssociation).Toimproveoutcomesfordisadvantagedpreschoolers,theFoundationspearheadedCircleofCare,achild-centricmodelofcarewhereteachers,socialworkersandtherapistslookafterthechildren’sholisticdevelopmentandtheneedsoftheirfamiliesinanintegratedway.MediacontactsJoanneLee QerenCommunications [email protected] +6590027696GenevieveKuek QerenCommunications [email protected] +6597633110
Journey to Fenway12 Day Visit to Boston
You’ll spend 12 days in Boston, including attachments to exemplary early childhood organisations based on your learning goals to develop an insider understanding of how they work. You’ll go deep, instead of touch-and-go. Dialogues with early childhood experts will also be held for participants.
Checkpoint 11 Hour Session
A conversation with your mentor to set learning goals and discuss your capstone project.
Finding Your Bearings5 Day Workshop
A deep dive into what makes you you. You’ll emerge with a stronger sense of where you want to go as a leader, and how to take your team there.
Annex A:The Principal Matters Journey
Checkpoint 3½ Day Session
You’ll work with your mentor to prepare for the presentation of your capstone project. This is the last formal session with your mentor, but you’re encouraged to continue deepening your relationship after the programme.
Checkpoint 21 Hour Session
A conversation with your mentor to review your learning and progress on your capstone project.
Triangulation½ Day Session
Working as a group, you’ll conduct a show-and-tell to your mentors, consolidating and synthesizing what you’ve learnt in Boston.
Orientation½ Day Workshop
You’ll be introduced to the aims of the programme and what’s expected of participants. You’ll also meet the senior and former principals who will serve as your mentors.
The Compass Rose1 Day Session
At this symposium, you’ll each share the progress on your capstone project to fellow participants and mentors. Leaders from the early childhood sector will be invited to learn and share. This marks not the end, but the start of your journey. Every 6 months, as a new cohort graduates, you’ll be invited for a reunion to welcome them into your growing community of practice as Singapore’s preschool principals.
1
AnnexB–FactsandFiguresonECEandLeadershipTrainingforECEpractitionersA PreschoolsinSingapore 2010 2011 2012 2013 2014 asof
July20151
1. Numberofchildcarecentres2
855 944 1,002 1,077 1,148 1196
2. Numberofkindergartens2
493 495 504 498 503 499
TOTAL 1,348 1,439
1,506 1,575 1,651 1,695
2010 2011 2012 2013 20143. Enrolmentinchildcare
centres2
66,193 73,547 79,679 86,124 92,932
4. Enrolmentinkindergartens2
68,720 67,652 67,734 68,057 68,999
TOTAL 134,913 141,199 147,413 154,181 161,9315. Annualattritionrateofpreschool
teachers(2013)
15to20%3
1http://skoolopedia.com/preschool-singapore-2015-infographic/2YearbookofStatisticsSingapore,2015,https://www.singstat.gov.sg/docs/default-source/default-document-library/publications/publications_and_papers/reference/yearbook_2015/yos2015.pdf3http://www.todayonline.com/singapore/master-plan-develop-early-childhood-educators
2
B Leadershipprogrammesforpreschoolprincipals
4ECDAProspectus2016https://www.ecda.gov.sg/Documents/Prospectus%202016.pdf
ECDAFellows PrincipalMatters ECDALeadershipSeries4 WSQBuildTeamRelationships4
WSQLeadTeam4
For PinnacleECEleaderswithhighlevelsofleadershipandprofessionalexpertise,minimumof10years’teachingand/orleadershipexperienceintheearlychildhoodsector*ECDAFellowshipismoreaplatformforservicetothesector,ratherthantrainingoftheFellowsthemselves
PreschoolPrincipalswith3to10yearsexperienceasaPrincipal
PreschoolPrincipalswith1to2yearsexperience
PreschoolPrincipals PreschoolPrincipals
Duration ECDAFellowsservea3-yeartermwith100hoursofserviceayear.Compulsory2weekfull-timemilestonecourseinthefirstyear
104hours,about17workingdaysover6months
77hours,about11.5daysConsistsof5parts.Part1isrequiredbeforeattendinganyoralloftheothermodules
18hours 16hours
3
B Leadershipprogrammesforpreschoolprincipals(cont’d)
5ECDAProspectus2016https://www.ecda.gov.sg/Documents/Prospectus%202016.pdf
ECDAFellows PrincipalMatters ECDALeadershipSeries4 WSQBuildTeam
Relationships5
WSQLeadTeam4
Focus RecognitionofpinnacleleaderswhoworkwithECDAtotrainandmentorotherearlychildhoodprofessionals,Developmentofsector-wideresources
Practical,behaviourialaspectsofsuccessfulcentreleadershipThisallowsprincipalstodevelopleadershipcapabilitiesinawaythatisexperientialandmulti-disciplinary,soprincipalsknowhowtoputtheirlearningintoactionattheircentreseffectivelyTrainingbuiltonbehaviouralcompetencymodel
BetterunderstandingofrecentresearchonleadershipandhowitmightapplytotheirpracticesLeadershipapproachthatemphasisesteachers’professionaldevelopment,buildingacentre-widelearningculture,coherenceinpurpose,plansandactions,anddevelopingthechildholistically
Helpsparticipantsdevelopteamcohesiveness,resolveconflictwithinteam,andparticipateinnetworks
Helpsparticipantsfacilitateimplementationoforganisationstrategies,promotecompliancewithcorporategovernancerequirements,andprovidedirectionandguidancetoteamleaders
Overseaslearningjourney
NA Yes No No No
Formalmentorshipprogramme
NA Yes No No No
Conductedby ECDA SEEDInstituteWheelockCollegeUniSIM
ECDA SEEDInstitute
WDATrainer
4
C LeadershipprogrammesforMOEprincipalsandleaders
AcademyofPrincipals BuildingEducationalBridges:
InnovationforSchoolLeaders
LeadersinEducationProgramme
ManagementandLeadershipin
SchoolsProgramme
For PrincipalsandSuperintendantsofgovernment,government-aidedorindependentschools
Experiencedandsuccessfulschoolleaders,includingprincipals
Vice-principals Middle-tierleaderswhocansupportprincipalsinschoolreform
Duration Differentdurationsfordifferentprogrammes
2weeks,fulltime 6months,fulltime 17weeks,fulltime
Focus Offersworkshops,seminars,events,sabbaticals,studyvisitsandmentoringopportunitiesforprincipalscoveringknowledge,skills,sharingofexperiencesandcross-culturalexchange
Exploreskeyleadershipissuesinnationalandinternationalcontexts,contextsofleadership,generatingideasforinnovationanddrivingchangetowardshighperformanceeducationsystems
Developsprincipalshipcapabilitythatisvalues-based,purposeful,innovativeandforward-looking,anchoredonstrongpeopleleadership,strategicmanagementskillsandanappreciationofhowprincipalscouldworkeffectivelyinacomplexenvironment
Staffappraisal,selfmanagement,changeleadership,teambuildingandconflictmanagement
Overseaslearningjourney
Yes No Yes Yes
Formalmentorshipprogramme
No
No Yes Yes
Conductedby AcademyofPrincipals NIE,UK’sNationalCollegeforTeaching&Leadership,andtheDanishSchoolofEducationatAarhusUniversity
NIE NIE
5
D LeadershiptrainingforECEleadersinothercountries–Acomparison6
Singapore Taiwan England Finland Massachussets,USA
Leadershiprequirements
2yearsofpre-schoolteachingexperienceDip.inEarlyChildhoodCare&Education-Leadership(DECCE-L)orSpecialistDip.inEarlyChildhoodCare&Education(SDECCE)-LeadershipComponentsorAdvancedDiplomainEarlyChildhoodLeadership7(ADECL)
FiveyearsofexperienceasacertifiedteacherorassistantteacherCompleteadirector’sleadershiptrainingprogramof180hourstofulfilthequalificationsbylaw
Twospecialisttrainingopportunitiesareavailable:TheEarlyYearsProfessionalStatusoffersequivalencetoqualifiedearlyyearsteacherstatus,andtheNationalProfessionalQualificationforIntegratedCentreLeadershipforleadersofmulti-agencyearlyyearssettingsthatisequivalenttoaMastersdegree
BachelorofEducationincludingkindergartenteachereducation,orBachelorofHealthCareandSocialServices(polytechnic)includingstudiesinEarlyChildhoodEducationandcareandsocialpedagogytotheextentaslaiddownbyGovernmentdecreeAdequatemanagementskills
3yearsexperience(highschooldiplomaholders), 18monthsexperience(bachelor’sdegreeholderswith6monthsasaLeadTeacher)12creditsinearlychildhoodeducation,6collegecreditsinECE,administrationofECE,andotheradministrativetopic
In-servicetraining
Notarequirement Needtoacquire18hoursofin-servicetrainingonECECtopicseveryyear
Providersmustsupportstafftoundertakeappropriatetrainingandprofessionaldevelopmentopportunities.Thisistoensuretheycontinuallyimproveonthechildren’squalityoflearninganddevelopmentexperiences.8
Employeeshavetherighttoin-servicetrainingdayseveryyear
Full-timeteachersarerequiredtoattend20hoursofprofessionaldevelopmenttrainingperyea
Trainingopportunities
Amixtureoffreeandpaidtrainingprogrammes.SeetableB.
Governmentworkswithlocaluniversitiestoprovideseveralprofessionaldevelopmentopportunitiesandfreeworkshops
TheNationalCollegeofTeachingandLeadershipoffersarangeofopportunitiestodevelopandinspirecompetentleadersofearlyyearssettings,includingchildren’scentresandschools
Notmanyleadershipprogramsandprovidersfocusingonearlychildhoodleadership
Amixtureoffreeandpaidtrainingprogrammes,e.g.CAYLPrincipalsFellowshipProgrambytheCAYLInstituteofCambridge
6EevaHujalaManjulaWaniganayake&JillianRodd,2013,ResearchingLeadershipinEarlyChildhoodEducation,TampereUniversityPress,Pg25-277https://www.ecda.gov.sg/Pages/ADECL.aspx8U.K.DepartmentofEducation,StatutoryFrameworkfortheEarlyYearsFoundationStage,effectiveSeptember2014
LeadingTeam
Leading in theCommunity
Influencer
INFL
UENCE PEOPLE
Visionary
LEAD
STRATEGICALLY
Trail Blazer
DR
IVE CHANGE
Mentor
DE
VELOP PEOPLE
LeadingSelf
Believer
BELIE
VE IN PEOPLE
Zen Master
M
ANAGE SELF
Friend
CA
RE FOR PEOPLE
Mobiliser
PART
NER
THE COMMUN
ITY
Navigator
HA
RNES
S OPPORTUN
ITIES
Team Builder
LE
AD THE TEAM
The Portrait of a Future-Ready Principal
Behavioural Competency Model for Early Childhood Centre LeadershipLike an infi nity loop, the family of 10 competencies
build on one another in a virtuous cycle.
As with most things, leadership begins with the Self, at the centre of the loop. From there, leadership is exercised outwards, into the
immediate Team, then the Community. Step after step, success breeds success. The work of a leader never stops, but neither does the reward.
Annex C:Overview of the Behavioural Competency Model
in Principal Matters