School Leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
At the federal level, the Alice Springs (Mparntwe) Education Declaration 2019 sets goals for the Australian education system. One goal is to support quality teaching and leadership and uses the terminology “school principals”. The Australian Education Act 2013 does not define or use the term “principal”.
Each Australian state and territory has an Education Act, most of which define the term “principal” similarly:
New South Wales’ Education Act 1990 definitions section does not directly define the term but does list “principal: includes an acting principal of a school”.
Queensland’s Education (General Provisions) Act 2006 defines a Non-Government school principal as “the person responsible for the school’s day-to-day management” (schedule 4).
Tasmania’s Education Act 2016 defines principal as “the individual in charge of the day-to-day operation of a school” (section 5).
South Australia’s Education and Children's Services Act 2019 defines a principal as “the person for the time being designated ... as the principal of the school either by the Chief Executive for government schools, or by the governing authority of a non-government school” (section 5).
Victoria’s Education and Training Reform Act 2006 defines principal as “a person appointed to a designated position as principal of a registered school or a person in charge of a registered school” (section 1.1.3).
Western Australia’s Education Act 1999 defines principal as “the person in charge of the school” (section 4).
Northern Territory’s Education Act 2015 defines principal as “the person directly responsible for the administration and control of the school” (section 5).
Australian Capital Territory’s Education Act 2004 defines “delegated principal” for a government school or Catholic system school, as “a principal to whom the decision‑maker for the school has delegated their powers under section 17O” (section 17 C).
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The Australian Professional Standard for Principals (2014) (the Standard), developed by the Australian Institute for Teaching and School Leadership (AITSL), is a national public statement setting out what school principals are expected to know, understand and do to succeed in their work. The Standard recognises three leadership requirements within five areas of professional practice. Furthermore, a development pathway shows the level of proficiency of the school principal. The standard is not mandatory.
In Australia, state (public) schools are the responsibility of state governments and states may use the Standard to support principals in their system. For example, Tasmania uses the Leadership Profiles within the Standard, which are a set of leadership actions that effective principals implement as they progress to higher levels of proficiency.
Some states have tools or frameworks specifically aimed at improving the development of principals. For example, Western Australia, through the Australian Council for Educational Research, has developed the Principal Performance Improvement Tool (2018). This tool is comprised of six domains, which describe different aspects of a principal’s work. Principals are encouraged to reflect on their practices and identify specific areas for further attention and development.
New South Wales has developed the Performance and Development Framework for Principals, Executives and Teachers in NSW Public Schools (2015), which focuses on supporting the ongoing improvement of student outcomes, through the continuous development of a skilled, effective and professional teaching workforce.
Roles
Setting expectations/objectives: The Australian Professional Standard for Principals (2014) states that “Principals work with others to produce and implement clear, evidence-based improvement plans and policies for the development of the school and its facilities. They recognise that a crucial part of the role is to lead and manage innovation and change to ensure the vision and strategic plan is put into action across the school and that its goals and intentions are realised”.
In Victoria, school plans and policies are determined by the school council. Professional leadership is identified as a statewide priority in the Framework for Improving Student Outcomes (FISO 2.0): Guidance (2023) model. Victoria’s Policy and Guidelines for Principal Selection (2021) states that “effective school leaders set the vision for their schools and foster the school’s learning culture. They set high expectations for student achievement.” Principals develop and evaluate the 4-year School Strategic Plan (SSP) and Annual Implementation Plans (AIPs). The SSP outlines the strategic direction for the school, setting 4-year goals and targets and key improvement strategies. AIPs monitor yearly progress against these and include actions, success criteria and evidence of impact.
Principals in Tasmania prepare the plans, budgets and reports for the school as required by the Secretary for Education, Children and Young People. The principal is responsible for implementing policies in accordance with the set of beliefs, values and priorities formulated and developed by the school association (section 107(f) of the Education Act 2016). Similarly, principals in Western Australia, according to the Education Act 1999, “establish a plan for the school in consultation with the Council and the school’s teaching staff setting out its objectives and how the objectives and priorities will be achieved”.
According to the Australian Capital Territory Public Sector Education Directorate (Teaching Staff) Enterprise Agreement (2018-2022), the school principal must develop and complete a School Enterprise Agreement (EA) Implementation Plan annually to effectively manage the workload of teachers.
In Queensland, the school performance policy and procedure outlines the requirement for state schools, to engage collaboratively with their community to provide clarity, direction and focus for the school, to shape everyday actions and to foster ongoing improvement. Schools develop a four-year strategic plan, annual implementation plan and school data plan. The principal ensures the plans are evidence-informed, completed and submitted, and that the implementation and impacts of the plans are monitored. If a school council is established, it approves the school’s plans, and the Parents and Citizen Association participates in planning if requested by the principal.
Developing teaching and learning: According to the Australian Professional Standard for Principals (2014), a proficient principal “leads high aspirations in learning and inspires the same in students, staff and parents. They establish systematic methods for collecting and interpreting evidence to identify excellent teaching and learning and share successful strategies with the school community. They encourage staff to contribute to education networks, supporting the learning of others and the development of pedagogy. They model collaborative leadership and engage with other schools and organisations to share and improve practice and encourage innovation in the education system.”
Tasmania’s Education Act 2016 specifies that the principal of a state school has functions including “to ensure that the curriculum, teaching practice, homework assignment, assessment and reporting procedures at the school are consistent with the Secretary's instructions; to ensure, as far as reasonably practicable, the safety and welfare of students and staff while on the premises of the school or attending school activities elsewhere; to provide educational leadership to teachers, staff and students at the school; to carry out the day-to-day management of the school, students and staff; to prepare the plans, budgets and reports for the school as required by the Secretary, in writing, or the Secretary's instructions; and to implement policies in accordance with the set of beliefs, values and priorities formulated and developed by the school association” (section 107).
Victoria’s Policy and Guidelines for Principal Selection (2014) states that effective principals “ensure a safe and orderly learning environment so that teachers and students can focus on learning... [and] determine what teaching expertise and resources are needed to achieve student learning goals and source and allocate them accordingly.”
Promoting collaboration: The Australian Professional Standard for Principals (2014) states that principals should “seek to build a successful school through effective collaboration with school boards, governing bodies, parents and others”. They also are expected to develop and maintain positive partnerships with students, families and carers and all those associated with the wider school community. A proficient principal leads the school as an inclusive outward-facing organisation and develops a mutually supportive, collaborative and trusting relationship with the community to ensure engagement in the life of the school.
Tasmania implements the Australian Standard for Principals (2014) and the culture of collaboration with students, families and the broader community is an integral part of the selection criteria for the appointment of principals in Tasmania.
Western Australia’s Education Act 1999 mentions promoting “cooperation with the local community” as part of the principal’s responsibilities. The state’s Principal Performance Improvement Tool (2018) states that principals should build “strong, purposeful relationships between all members of the school community as well as with external stakeholders. They foster a cohesive culture in which the whole school collaborates around the common objective of meeting every student’s learning needs and seeing all students learning successfully.” A highly effective principal can draw on the resources, perspectives and expertise of parents, the board/council and the community.
Key leadership responsibilities, discussed in Victoria’s Policy and Guidelines for Principal Selection (2021) include “development of effective partnerships with the broader community, other schools, key stakeholders and the Department’s central and regional offices.”
Under the Australian Capital Territory’s Education Act 2004, principals are mandated to “make available to parents of students at the school, and to the staff and students of the school, information about the school’s educational programs and policies, and the school’s operation”.
Supporting staff development: According to the Australian Professional Standard for Principals (2014), principals should identify and implement professional learning opportunities with staff that are aligned with staff learning plans and school priorities. They should consistently apply effective performance and development processes so that success is celebrated, underperformance addressed, and complacency challenged. They should provide staff with regular and effective feedback on their performance, determining together how they can improve and remove any obstacles to learning.
The 2018-2022 Australian Capital Territory Public Sector Education Directorate (Teaching Staff) Enterprise Agreement provides details on the various responsibilities principals have in encouraging the professional development of their teachers. For example, the principal is expected to provide written advice to staff as soon as practicable after the start of the school year specifying professional learning opportunities.
The Australian Capital Territory Public Sector Education Directorate (Teaching Staff) Enterprise Agreement (2018-2022) provides details on the various responsibilities principals have in encouraging the professional development of their teachers. For example, the principal is expected to provide written advice to staff as soon as practicable after the start of the school year specifying professional learning opportunities.
Legislation in Western Australia, Tasmania, and the Australian Capital Territory mention educational leadership in the school as one of the main functions of the principal. Western Australia’s Principal Performance Improvement Tool (2018) provides further detail, with “promoting improved teaching” as one of the main areas of practice. Highly effective principals put in place school-wide processes to support teachers in their implementation of effective teaching through encouraging and supporting professional learning, collaborative planning, mentoring arrangements, classroom observations and the provision of feedback on teaching effectiveness.
Acting in accordance with the ethical principles of the profession: The Australian Professional Standard for Principals (2014) expects that a principal model exemplary professional behaviour and promote ethical standards throughout the school community. “Principals behave with integrity underpinned by moral purpose. They model values and ethical perspectives in relation to their own and the school’s practice and organisation. They promote democratic values including active citizenship and inclusion.”
The Code of Professional Ethics for the Teaching Profession in Tasmania has been developed by the Teachers Registration Board. Members of the teaching profession are committed to the principles of dignity, respect, integrity, empathy, and justice. The appointment process for principals within the Department for Education, Children and Young People has selection criteria about practice of ethical values and behaviours together with commitment to learning and development. Tasmanian principals are required to have teachers’ registration under the Teachers Registration Act 2000.
Other: According to New South Wales’ Performance and Development Framework for Principals, Executives and Teachers in NSW Public Schools (2015), principals may have teaching responsibilities. However, it is not mandatory to do so. If they do have teaching responsibilities, a colleague may document a mix of structured observations of both teaching practice and management/leadership practices.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to Western Australia’s Education Act 1999, a person may not be appointed to principalship unless he or she is classified as a school administrator. In South Australia’s Teachers Registration and Standards Act 2004, a person must not perform the duties of a principal at a school unless the person is a registered teacher.
In the Northern Territory, the Principal Certification Regulations 2018 state that in order for a person to be employed as a principal, they must hold a Standard or Professional Teaching Certificate and hold a certificate of eligibility as principal. If they do not have the certificate of eligibility, they must be enrolled in and make a written commitment to the Deputy Minister to complete the principal certification program at the earliest opportunity; or make a written commitment to the Deputy Minister to apply for admission in, and complete, the principal certification program.
Victoria’s Policy and Guidelines for Principal Selection (2021) states that in order to be eligible for employment as a principal, a person must: “have provisional or full registration from the Victorian Institute of Teaching, be four years trained; demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE); currently, be a substantive Principal of a registered school in Victoria, or have a statement of readiness following the completion of the Victorian Aspiring Principal Assessment (VAPA).”
In Tasmania, a person may not be appointed as principal of a state school unless he or she is a registered teacher, within the meaning of the Teachers Registration Act 2000, who has full registration under that Act; and has any other qualification prescribed by the regulation (section 106). All school and college staff including principals are required to have Registration to Work with Vulnerable People, pursuant to the Education Regulations 2017 (section 8) as part of child safety requirements. Staff and principals are also required to complete on-going training in relation to child safety reporting. It is desirable that they have 4 years teaching experience under recruitment selection criteria.
Appointment decision
Victoria’s Education and Training Reform Act 2006 states that “in the case of a vacancy in the position of principal in a school, the Secretary must... take into account the recommendation of the school council of the school.” Ministerial Order 1006 provides the selection framework for filling principal vacancies. The order provides the specifications for the composition of the selection panel and selection criteria. According to Victoria’s Policy and Guidelines for Principal Selection (2021), selection criteria have been developed based on the professional practices in the Australian Professional Standard for Principals (2014): Vision and Values; Teaching and Learning; Improvement, Innovation, and Change; Management; Development; and Engagement. After the school council makes the recommendation, the Secretary approves the decision.
In Western Australia, the appointment of school principals by the Director of Education is outlined in the Recruitment, Selection and Appointment of School Administrators Procedures (2019) which supports the related 2019 policy. Vacant principal positions are identified and registered using the Recruitment Advertising and Management System (RAMS). The Director of Education conducts an assessment of merit (individual or competitive) to fill any cleared vacancy. If a selection panel is used, the panel must consist of a diverse group.
In Tasmania, the appointment process for principals within the Department for Education, Children and Young People includes selection criteria about teaching competence and capacity, strategic and innovative thinking and planning vision for the future school/college and ongoing improvement, excellent interpersonal skills and the capacity to develop productive relationships with students, parents and the broader community, resource management, developing and maintaining a supportive school culture and practice of ethical values and behaviours together with commitment to learning and development reflecting an understanding of contemporary leadership and schooling trends. It is essential that the candidate has Registration to Work with Vulnerable People and is a fully registered teacher under the Teachers Registration Act 2000.
Employment equity measures
At the national level, the Australian Institute for Teaching and School Leadership (AITSL) in the 2017 Leading for Impact: Australian guidelines for School Leadership Development, recommended that schools, systems and sectors take active steps toward increased quality and diversity within the leadership pool. This report cited that the available workforce data from AITSL suggests the teaching/school leadership workforce is not representative of the broader Australian population and Australian students.
New South Wales allows principals, Directors, Educational Leadership (DELs), and alumni of the School Leadership Institute’s (SLI) Senior Leadership-Aspiring Principals Leadership Program (SL-APLP) to apply for scholarships of up to $15,000 to allow recipients to complete postgraduate or higher degree study at a recognised Australian university.
The guidelines in Western Australia’s Recruitment, Selection and Appointment of School Administrators Procedures (2019) states, “whilst merit remains the primary factor in the selection process, people from specific diversity groups may be encouraged to apply to increase the diversity of the school or region’s workforce profile.” In Tasmania merit is the primary factor in the selection process under the State Service Act 2000. In Victoria, the Women in School Leadership (WISL) is designed to be a professional learning program for female principals in Victoria and India. The Australian Primary Principals Association (APPA), the Australian Secondary Principals Association (ASPA), the National Aboriginal and Torres Strait Island Principals Association (NATSIPA) and the Australian Special Education Principals Association (ASEPA) are national peak bodies that represent the interests of principals, deputy principals and assistant principals from government schools across Australia. These associations advocate for improved education policy and work collaboratively with the Commonwealth or state and territory governments. Principals may also choose to join their relevant trade union.
Working conditions
The 2018-2022 Australian Capital Territory Public Sector Education Directorate (Teaching Staff) Enterprise Agreement provides details of the working conditions of education staff in the territory, including determining the principal classification structure with the related pay standards. All placements of principals are for a maximum of five years with no limit on the number of times a principal’s placement at a school can be continued. Section S4 specifically discusses the health and well-being of principals, including recommending that principals take personal action to increase their health and well-being to help them cope with the stresses and demands of the role.
Principals in South Australia are paid according to their rank. There are four different types of long-term leave available: special, long-term, parental, and annual.
The Australian Capital Territory Public Sector Education Directorate (Teaching Staff) Enterprise Agreement (2018-2022) provides details of the working conditions of education staff in the territory, including determining the principal classification structure with the related pay standards. All placements of principals are for a maximum of five years with no limit on the number of times a principal’s placement at a school can be continued. Section 4 specifically discusses the health and well-being of principals, including recommending that principals take personal action to increase their health and well-being to help them cope with the stresses and demands of the role.
Rates of pay in the Northern Territory are determined by the NTPS Non-contract Principals, Teachers and Assistant Teachers Enterprise Agreement (2021-2024).
Tasmania has a Principals Agreement 2023, which is in force until 8 February 2025. Section 7 defines school-based principal as “employers, who are assigned the duties of a school-based principal and who are responsible for leading the administrative and educational program of a school or college.” The Agreement covers salary including levels and rates of pay and moving between levels together with on-going training.
In Tasmania principals are able to join to Australian Education Union for support on working conditions and the Tasmanian Principals Association, which provides support and care, networking and professional learning opportunities.
The Australian Primary Principals Association (APPA), the Australian Secondary Principals Association (ASPA), the National Aboriginal and Torres Strait Island Principals Association (NATSIPA) and the Australian Special Education Principals Association (ASEPA) are national peak bodies that represent the interests of principals, deputy principals and assistant principals from government schools across Australia. These associations advocate for improved education policy and work collaboratively with the Commonwealth or state and territory governments.
2.3. Leadership preparation and training
Pre-service training
Before applying for a position as a school principal, aspiring principals in New South Wales are required to attain the NSW Public School Leadership and Management Credential, which is provided by the School Leadership Institute (SLI). The SLI also conducts the Senior Leadership - Aspiring Principals Leadership Program (SL-APLP); however, it does not seem to be mandatory.
According to the Principal Certification Regulations for the Northern Territory, the principal certification program must be a minimum of 240 hours and with two practicum projects.
In Western Australia, all first-time appointed principals to a position of longer than six months must satisfactorily complete the Eligibility for Principals Modules within six months of commencement in the position.
In Victoria, aspiring principals apply for the Victorian Aspiring Principal Assessment (VAPA), which determines whether they are ready to be appointed to a principal role, and what professional development they require. Applicants must show proficiency in 5 Professional Practice Areas aligned to the Australian Professional Standard for Principals (2014) and are referred to targeted professional development if they fail to meet the requirements. After several more steps including a portfolio review and interview, the applicant is provided with a feedback and leadership development plan. The resulting VAPA Statement of Readiness allows for the person to be able to be appointed to the principal role.
In Queensland, high-performing educators aspiring to be principals in Queensland may apply to participate participate in the 12-month flagship Aspiring Principals Program, which provides participants the opportunity to build their expertise in school leadership, teaching and learning to improve student achievement, engagement and wellbeing. This program allows participants to harness leadership behaviours, professional knowledge, skills and networks in preparation for becoming a principal.
In Tasmania, essential requirements for principals come from the School Leadership and Management Prerequisites offered as units through the Professional Learning Institute. The units to be completed are included in the Principals Agreement 2023 (9.4).
The Professional Learning Institute runs a preparing for School Principalship Program (the Program) designed to support the preparation of school leaders for the position of principal. Key content includes developing a leadership disposition, continuous learning for growth as a leader, building a culture of teamwork and performance, capabilities to build trust and influence, critical interpersonal skills for leaders, politically astute leadership and fundamentals of school improvement.
This program connects to a qualification pathway. It is one unit of four units required to attain the Graduate Certificate in Education (Leadership) with the University of Tasmania. This program is 50 percent completion of the post graduate unit (ESM762 Preparing for School Principalship) leaving a balance of 50 percent, which requires a reflective essay based on the program learnings.
Induction and in-service training
Principals in the Australian Capital Territory are reviewed by the Director School Improvement (DSI) the year before their placement end date through a career development discussion. This review will determine whether the principal will continue their placement at the school for another period of up to five years, or apply for transfer.
The 2018-2022 Australian Capital Territory Public Sector Education Directorate (Teaching Staff) Enterprise Agreement states that principals, on top of the required two days of professional learning expected of all teachers, “must participate in an additional five days of professional learning to be acquitted by 1 November each year. The purpose of these additional days is to undertake: strategic planning and professional development for the school, cluster or system; planning and organisation of professional learning for other school employees; attendance at educational conferences or meetings; and personal professional development.”
Newly appointed principals in Queensland participate in a two-year flagship Beginning Principals Program, which supports principals to hone their leadership capabilities, and build on their professional knowledge, skills and dispositions for school leadership to improve student achievement, engagement and wellbeing. To prepare for their role as accountable officers with respect to the financial management of their school, principals are also required to complete a Financial Management for Principals online course within three months of appointment. The flagship Experienced Principals Program includes a suite of advanced leadership development offerings for established and experienced principals.
In Tasmania there are a number of Government School Principals’ Forums held on a regular basis. A calendar delivers a consistent planning tool for principals, and provides a mechanism for the Executive Board and senior leaders to have oversight of events, activities, meetings, etc that impact on schools, to enable efficient coordination of activities across the department. A Principal Advisory Group is a small group of experienced principals where policy is tested. There is also access to a School Principal Portal with links to current priorities and initiatives including medical condition plans, a psychosocial hub, emergency planning resources, toolkit for School eSafety Commissioner, Child Sexual Abuse Awareness Training, Safeguarding Children, Mandatory Reporting, 2024 Accountabilities Toolkit, Safety Reporting System (SRS), off-campus activities, school resourcing tools, emergency planning resources, lifting literacy and reporting requirements. The portal allows principals to have access to learning services for general inquiries. For urgent enquiries the principals can phone learning services.
3. Teachers, parents and students
3.1. School management committees and boards
Every state and territory in Australia has in place information about the establishment and functions of school management committees within their respective education Acts. The New South Wales Education Act 1990 does provides for the establishment of school councils. Most school councils, including those in Queensland, Victoria, Tasmania, South Australia, and the Northern Territory are required to establish a constitution under their respective education Acts.
Queenslands’ Education Act 2006 outlines the establishment and operation of school councils. According to the legislation, the school council for a state school has the following functions: monitoring the school’s strategic direction; approving plans and policies of the school of a strategic nature; approving other documents affecting strategic matters, including the annual estimate of revenue and expenditure for the school; monitoring the implementation of the plans, policies and other documents; and advising the school’s principal about strategic matters. School councils in Queensland have between 6-10 members including the principal, the school’s association’s president, and elected staff and parent members. If the school is a secondary level school, an elected student council member must also take part. It should be noted that not every state School in Queensland will have a school council.
Victoria’s Education and Training Reform Act 2006 outlines government school councils (Part 2.3). The Minister may by Order constitute a council to exercise and discharge functions of the school council. School council functions include: to establish the broad direction and vision of the school within the school's community; to arrange for the supply of goods, services, facilities, materials, equipment and other things required for the conduct of the school; to raise funds for school related purposes; to regulate and facilitate the after-hours use of the school premises and grounds; to exercise a general oversight of the school buildings and grounds and ensure that they are kept in good order and condition; to provide for the cleaning and sanitary services necessary for the school; to ensure that all money coming into the hands of the council is expended for proper purposes relating to the school; to provide meals and refreshments for the staff and students of the school and make charges for those meals or refreshments; to inform itself and take into account any views of the school community for the purpose of making decisions in regard to the school and the students at the school; and to generally stimulate interest in the school in the wider community. The principal of the school acts as the Executive Officer of the School Council. The School Council is also responsible for creating the school plan and preparing the annual report, which details the school’s progress.
Every government school in Tasmania has its own school association, and most associations have an active committee. The Tasmanian Association of State School Organisations (TASSO) is the peak body for school associations and provides a ‘front door’ for statewide consultation. In Tasmania, “school association” functions include participation in the formulation and development of school policies, financial arrangements plans as well as participation in the school's objectives, priorities, strategic directions and values and evaluation of the same (section 113 of the Education Act 2016). The association also fosters cooperation among teachers, students, parents and the school community. The Education Regulations 2017 detail the composition of the School Association Membership which must include parent members, staff members, the principal and may include community members (Schedule 5). There is a requirement that members have to be 18 or more years of age. The regulations also govern arrangements relating to School Association Committees. School associations provide a channel for Department for Education, Children and Young People (DECYP) to seek the views of parents and the wider school community.
Each school in Western Australia must have a “council for school” with members drawn from the parents of students at the school; other members of the general community; the staff of the school; and students above the age of 18 at the school. Functions of the council include: establishing and reviewing the school’s objectives, priorities and general policy directions; planning financial arrangements necessary to fund those objectives, priorities and directions; evaluating the school’s performance; taking part in formulating codes of conduct for students at the school; and determining a dress code for students.
Schools in South Australia are required to have a “governing council” established by the Minister, which consists of the principal and other “persons who are responsible for students enrolled in, or children who are to attend, the school”. Roles of the governing council include “strategic planning for the school; determining policies for the school; the education, care, development, recreation, health or welfare of students outside of school hours; determining the application of the total financial resources available to the school; and presenting operational plans and reports on its operations to the community and the Minister.”
In the Northern Territory, school management boards may be referred to as an “independent school board”, “school council”, or “joint school representative body”, depending on the type of school(s) it serves. At least 50% of the members must be comprised of parent representatives. Functions include advising the principal or CEO on education policies, communicating the needs of the community and students, improving the link to the community, exercising general control over the buildings and grounds of the school, as well as seeking donations and carrying out activities for the community. At schools where it is not practical to establish one of the above representative bodies, a “parent consultative group” or “school management council” may be established.
According to the Australian Capital Territory’s Education Act 2004 the functions of a school board are to establish strategic direction and priorities for the school; monitor and review school performance and report on it to the Director‑General, parents of students at the school and staff; develop, maintain and review curriculum for the school; develop and review education policies at the school; establish budgetary policies for the school and approve the school budget; establish policies for the efficient and effective use of school assets and the management of financial risk; develop relationships between the school and the community and between the school and community organisations; to make recommendations to the director‑general on issues affecting the school; and to encourage parent participation in their children’s learning. Members consist of the principal, one appointed member, two staff members, three parent or citizen members, board-appointed members, and two elected student members.
3.2. Middle leaders
According to the Australian Institute for Teaching and School Leadership (AITSL), examples of middle leaders include heads of department, heads of curriculum, heads of student welfare, stage coordinators, year level coordinators, information technology managers, and learning area leaders. The AITSL has developed and released the Professional Standards for Middle Leaders. These standards are being piloted in Queensland state schools and are being used to underpin a new 12-month professional development flagship program for middle leaders.
In New South Wales, assistant principals and head teachers are considered middle leaders. The School Leadership Institute (SLI) provides programs such as the Middle Leader Induction, which is offered twice a year for newly appointed assistant principals and head teachers; and the Middle Leadership Development Program, the largest professional learning program in Australia for assistant principals and head teachers.
In Tasmania, middle leaders have the opportunity to attend professional development sessions and programs as they play a crucial role in our schools. There are programs for middle leaders to attend programs for those who aspire to Principalship.
In Queensland, the flagship Middle Leader Program supports and empowers current middle leaders with targeted professional learning to build expertise in leading teaching and learning in their schools. The 12-month program develops and strengthens the knowledge, skills and dispositions of middle leaders to excel in their role and positively impact student achievement, engagement and wellbeing. The Professional Standards for Middle Leaders are being used to highlight career pathways into becoming a middle leader and also for Middle Leaders to become Principals.
3.3. Parents
The National School Reform Agreement (2019-2024) recognises that a high quality schooling system is supported through partnerships outside of the school, including parental engagement. The Better and Fairer Schools Agreement (2025-2034) acknowledges that learning is in partnership with parents and families and that families have a role to play in nurturing students’ engagement in learning and students’ success at school and in life. The Australian Parents Council is the national parent representative body that bridges the gap between parents and government policymakers.
Chapter 7 in Queensland’s 2006 Education Act discusses the establishment and operation of Parents and Citizens Associations. Parents, staff, and other interested citizens may join these associations. The association may have the following functions: fostering community interest in educational matters; trying to bring about closer cooperation between the parents of children attending the school and other members of the community, staff members of the school and students of the school; giving advice and recommendations to the principal about issues relating to students or the general operations and management of the institution; and giving, or assisting in the giving of, financial or other resources or services. An association must have an executive committee comprised of a president, vice-president, secretary, and a treasurer.
In Victoria, parent associations are referred to as “Parents’ Club’ and are defined in Victoria’s 2006 Education and Training Reform Act as associations (by whatever name called) “of parents of a Government school, whether or not the association also includes teachers and friends of the school”.
In Western Australia, parents and other persons, who are interested in the welfare of a government school may form a Parents and Citizens’ Association, the objectives of which, are cooperation between parents, teachers, students and members of the general community; assisting in the provision of resources, facilities and amenities for the school or schools; and fostering of community interest in educational matters. Likewise, the Australian Capital Territory also uses the term “Parents and Citizens’ Association,” which is an entity declared for the school and approved by the Director-General.
Parent representation in South Australia is through the “South Australian Association of School Parents’ Clubs (SAASPC)” which is a state-wide organisation of parent groups officially “Affiliated Committees” of the School Councils. The South Australian government also provides Parents in Education funding which is for parent engagement projects. The Parent Engagement Framework also states that schools should “include parents in school planning, evaluation and policy development” which may be done through parent and community representative bodies.
In Tasmania parents can be involved in either School Associations or School Association Committees.
3.4. Students
The Better and Fairer Schools Agreement (2025-2034) recognises the importance of agency in empowering students to be active and engaged in their learning.
In New South Wales, the Minister's Student Council, known as the DOVES (Department of Student Voices in Education and Schools), was developed in order to form a formal structure to access student views in the State. This council participates in workshops, hears about NSW Department of Education initiatives, provides advice on education and school policy, and gives feedback to aid in the planning and development of department programs. The council is comprised of 27 advocates from each of the nine educational directorates. Three are elected to the council. Students are appointed for a two-year period.
Similarly, students in Queensland can participate in the Ministerial Student Advisory Council. The Advisory Council: provides advice, and feedback and shares views on critical and emerging issues for Queensland school students; considers expert presentations and provides advice on implications for Queensland students; provides suggestions on current strategies and possible future actions to address emerging issues; and provides student views on current and future policy and practice. A total of 16 students are chosen from across Queensland.
The South Australian Student Representative Council (SA SRC) provides school students in Years 10, 11 and 12 with a new model of representation that will ensure they have a voice in policy and decision-making. Members are appointed by the Commissioner for Children and Young people and have an office term of 12 months. While this council is not school specific, nor education-focused, they do discuss many relevant educational topics. The vision created includes ensuring that all young South Australians “have a stronger voice in their school and communities” and “are taught an inclusive curriculum that better reflects the diversity of our society”.
Student representation in the Northern Territory is through the Youth Voice Peak Group. The goal of the group is to ensure student voice and agency guide the way the department delivers education programs and services to all young territorians. A total of 16 diverse students in years 9 to 12 from government and non-government schools are selected to represent the youth voice in the Territory and provide quarterly advice on priority policy pieces for the department. Examples of Student Representative Councils were found online for various schools across the nation. However, state policies, orders, or memorandums, which mandate or standardize Student Representative Councils could not be found.
4. Governance
4.1. Autonomy of school leaders
According to a 2019 study on principal autonomy conducted by the Australian Secondary Principals Association (ASPA), “the level of autonomy varied between each state and territory, as can be expected by the differing policy contexts which characterises each jurisdiction. Some states, including Western Australia, Victoria, and Queensland, had strong policies of principal autonomy with varying histories and traditions in each of those states”. The study went on to explain that “Participants described shifting expectations and practices associated with those policies, some of which were under formal and informal reviews at the time of interviews.” Areas where principals felt they had autonomy include: Community partnerships and engagement; local curriculum enactment; developing school vision; finance; staffing (though not in all jurisdictions; ways of meeting school improvement targets; student support and pastoral care; daily operations and structures such as timetabling, behavior management and support, and staff development. In Western Australia, school principals are responsible for hiring and dismissing teachers in their schools.
The Tasmanian Principals’ Association contributed to the Final Report in Autonomy, Accountablity and Principals’ Work: An Australian Study 2020. The report found that participants identified a need for a clear definition and structures around principal autonomy and there was a great deal of variance in how much autonomy principals found that they had. One recommendation from the report was that there needed to be clarification around the principal role, decision making and authority.
4.2. Assessment and accountability of school leaders
Victoria’s 2006 Education and Training Reform Act states that performance reviews of principals are conducted by the Secretary of the Department of Education.
Principals in the Australian Capital Territory are reviewed by the reviewed by the Director School Improvement (DSI) the year before their placement end date through a career development discussion. This review will determine whether the principal will continue their placement at the school for another period of up to five years, or apply for transfer.
In Queensland, the ongoing performance and development of principals is recorded in their Setting of professional goals plans. These plans support professional engagement to develop best leadership practice and deliver sustained achievement and improvement in schools. Principals are expected to develop their plans through discussion with their supervisors. Once agreement has been reached, the supervisor will approve the plan and together they will define a review timeframe.
The Performance and Development Framework for Principals, Executives and Teachers in NSW Public Schools of New South Wales details the annual performance and development process for educators following three phases. In the first phase, an individual Performance and Development Plan (PDP) and a whole school/workplace professional learning plan are developed to guide the work of each principal. The PDPs goals must align with the policies, aims and strategic directions of the Department and the school plan, and are developed in accordance with the Australian Professional Standard for Principals. Phase two is to implement the planned strategies, support, and professional learning. Principals are required to present evidence to address three broad areas of professional practice: school planning and management; student learning outcomes; and positive, collaborative workplace culture. The supervisor should document observations of the principal’s leadership practices. Phase 3 is to review the principal’s performance, development progress, and achievement with explicit, constructive feedback. There are two main formal reviews, the self-assessment and the annual review. Individuals then consider their next PDP with the formal feedback in mind.
In Tasmania the Department for Education, Children and Young People (DECYP) has frameworks and programs in place to help develop the capability of school-based principals that helps to ensure they have a contemporary understanding of critical and key issues and requirements of the principal role. DECYP has a specific capability growth framework for principals and aspiring school leaders. The Principal Capability Framework (PCF) describes what principals need to be able to know, do and be like to effectively lead Tasmanian Government Schools. The framework sets clear expectations for growth in the complex and changing educational landscape. The PCF supports school leaders to identify and map their professional growth journey across interrelated capabilities which are nested within four clusters. The capabilities are described across a growth continuum, reflecting the individuals career stage and context. This structure helps principals to critically self-reflect on their practice and generate insights into their ongoing developmental needs, based on evidence. DECYP has introduced a strengthened approach to principal performance and development; one that encourages growth and rewards achievement of performance. School-based principals are supported in their ongoing professional growth and performance to lead improved learner outcomes through a strengthened Performance and Development Plan (PDP). This process requires the development of PDPs, whereby principals set goals, identify development needs and outcomes against three domains spanning school goals, individual goals and strategic/system goals. Principals leverage the PCF, School Improvement Plan and DECYP strategic plan and priorities to inform their goals/objectives. To recognise the ongoing work of principals in improving learner outcomes, an expanded salary classification structure has been introduced, which includes a base salary point and three salary progression points within each level. School-based principals are eligible for salary progression every two years. To be eligible, principals are required to satisfactorily meet the three performance goals within their PDP.
The role of the principal is highly regarded and through effective leadership principals are capable of significant influence. DECYP is committed to supporting principals within Tasmanian Government Schools, by equipping them with essential foundational leadership and management capabilities. The School Leadership and Management Prerequisites (SLMP) is a program developed to ensure all principals have a consistent baseline capability. The SLMP consist of online modules and from 2025, will be an essential requirement to be appointed to the role of a school-based principal within Tasmanian government schools.
This profile was reviewed with the support of Joanna Wilson, Sarah Hiller, Amber Devarin Kenna, and Christopher Roney from the Government of Australia, as well as the Permanent Delegation of Australia to UNESCO.
