360° Reflection Tool

360° Reflection Tool
Cam Wallace
AITSL
15/04/2019
Cam Wallace - AITSL
Introduction Australian Professional Standard for Principals
The Australian Professional Standard for Principals (the Standard)

creates and promotes a shared vision, clarity of understanding and a
common language around effective and high-impact school leadership.
The Standard sets out what principals are expected to know, understand
and do to succeed in their work. It is an integrated model that recognises
all good leaders share common qualities and capabilities, which are
expressed as three Leadership Requirements. Principals draw upon these
three Leadership Requirements within five areas of Professional Practice.
The Standard is based on three Leadership Requirements:
• Vision and values

• Knowledge and understanding
• Personal qualities and social and interpersonal skills
These requirements are enacted through the following five key

Professional Practices:
• Leading teaching and learning

• Developing self and others
• Leading improvement, innovation and change
• Leading the management of the school
• Engaging and working with the community
The 360° Reflection Tool describes 15 attributes that are evident in the
behaviours and actions of high-performing principals and school leaders.
The 360° Reflection Tool is aligned with the Standard and provides
principals and school leaders with the opportunity to:
• connect with the Standard

• reflect on their leadership capacity
• gather formative feedback on the leadership behaviours they exhibit in
their daily work
• learn more about their strengths and development opportunities
• plan professional learning and development opportunities
• monitor change in their leadership behaviour and actions.
The 360° Reflection Tool is underpinned by research. The development

involved high level advice from the profession about the behaviours that
are demonstrated when enacting the Leadership Requirements and
Professional Practices of the Standard.
Continued
15/04/2019 © 2019 AITSL. Distributed by Korn Ferry. All rights 2

reserved.
Cam Wallace - AITSL
Introduction The 360° Reflection Tool does not seek feedback on the quality of
behaviours, that is, 'how well' a behaviour is exhibited. Rather, the 360°
Reflection Tool is designed to capture feedback on the frequency of the
behaviours exhibited by principals and school leaders, in accordance with
the Standard.
Your Feedback Report
Your Feedback Report contains results and commentary regarding your

leadership capacity from the raters who participated in the 360° Reflection
Tool survey. It is important to recognise that the results reflect the differing
perceptions of raters at the point in time the surveys were completed.
Feedback describes the frequency of behaviour, rather than evaluating it

and can be influenced by:
• the nature of the professional relationship you have with your raters
• the opportunity you have had to demonstrate the 15 attributes
• the visibility of your behaviours to the school community
• your school context.
Although the Standard is applicable to principals and school leaders

irrespective of context or experience, the emphasis given to particular
components of the Standard will vary in relation to your context and
expertise.

reserved.
Cam Wallace - AITSL

Leading teaching and
learning
1. Creates a student centred

learning environment
2. Leads pedagogical practice
3. Creates a learning culture
Developing self and others
4. Builds capacity
5. Promotes professional learning
6. Manages self
Leading improvement,
innovation and change
7. Inspires and motivates

8. Understands and leads change
9. Initiates improvement through
innovation and change
Leading the management of

the school
10. Aligns ethical practices with

educational goals
11. Manages resources
12. Manages high standards and
accountability
Engaging and working with

the community
13. Creates a culture of inclusion

14. Engages with the community
15. Collaborates with and influences
the community

reserved.
Cam Wallace - AITSL
Interpreting your Interpreting the 360° Reflection Tool summary

feedback The 360° Reflection Tool summary provides an overview of your strengths
and areas for improvement.
A guide to what you'll see in your
360° Reflection Tool feedback
report Attribute scores
To the right of each attribute, you will see 'Avg. total others rating'. This
is the average score from everyone, excluding yourself, who provided you
with feedback.
Avg.
total
others
rating Consistency of demonstration of attribute Strength
Never / rarely Often Always
Sometimes Very often
3.8
4.3
Total Others Self Norm group
The bar represents your total others score.
The circle represents your rating, or how you saw yourself on that
attribute.
Norms: the transparent box represents the norm group. That is, the scores
ranging from the 25th percentile to the 75th percentile of others who have
taken this survey.
• Norms are based on 1,011 school leaders rated by 12,858 raters.

• If your total others score (represented by the bar) is to the left of this
box, it indicates your score is below average for this attribute.
• If your total others score is to the right of the box, it indicates you are
above average on this attribute.
When the total others score matches or exceeds 85% of the scale, the
attribute is considered a strength. In this case, an arrow will appear for
that attribute under the strength column.
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Cam Wallace - AITSL
Interpreting your Interpreting the attribute detail

feedback The attribute detail report provides scores by rater group for each of the
attributes measured in this report.
A guide to what you'll see in your
360° Reflection Tool feedback Attribute scales: To the right of the graph is the scale upon which the
report attributes were assessed. The bar graph represents the average attribute
score for each rater group.
Always
5.0
4.7 4.7 4.8 4.8
4.2 Very often
Often
Sometimes
Never / rarely
Total Others Self Line Manager Leadership Staff Others
Team
Norms: the shaded area represents the norm group or average range of
scores (e.g. 25th to 75th percentile) for this attribute. When a bar is above
the shaded area, your rating is considered above average for this
attribute. When a bar is below the shaded area, it is considered below
average for this attribute.

reserved.
Cam Wallace - AITSL
Feedback validity Your report is based on the responses of 15 individuals as shown below
who contributed feedback within the allocated time period of 19/03/2019
Summarises the source and to 10/04/2019.
quality of the feedback data
1 questionnaire Peers was discarded because less than 70% of the items
were answered, or familiarity was indicated to be very low. Data for one
rater group Peers was suppressed to protect the anonymity of the
rater(s).
Surveys Familiarity Agreement

Distb. Rcvd. Prcsd. Low High Low High
Self 1 1 1
Line Manager 1 1 1
Leadership Team 5 5 5
Staff 8 6 6
Peers 3 2 0
Others 4 2 2
Rater familiarity
When making their ratings, raters indicated their familiarity with your job
performance and their frequency of work-related contact with you.
The higher the familiarity, the more attention you should pay to the ratings.
Low familiarity can occur when raters report that they are relatively
unfamiliar with your job performance, or have relatively infrequent work-
related contact with you (or both). You should place less weight on
feedback from perspectives with low to moderate familiarity.
Rater agreement
The level of rater agreement with three or more raters is reported above.
The higher the agreement, the more consistent the ratings within the rater
group.
Agreement can be low for a number of reasons. Low agreement may

indicate that some raters are less familiar with your performance than
others. Low agreement may also indicate that the raters interact with you
in different situations and see different aspects of your behaviour. If the
agreement is low or moderate you should take time to consider the likely
cause of the inconsistency and to adjust your interpretation of the
feedback appropriately.

reserved.
Cam Wallace - AITSL
Summary by professional practice
Professional Practices Rater group Rating Consistency of demonstration of attribute

Sometimes Very often
Leading teaching and learning

Total Others 4.5
Self 3.9
Line Manager 4.1
Leadership Team 4.5
Staff 4.5
Others 4.8

Total Others 4.4
Self 3.3
Line Manager 4.4
Leadership Team 4.2
Staff 4.3
Others 4.6
Leading improvement, innovation and change

Total Others 4.4
Self 3.1
Line Manager 4.3
Leadership Team 4.2
Staff 4.2
Others 4.8
Leading the management of the school

Total Others 4.5
Self 3.8
Line Manager 4.4
Leadership Team 4.3
Staff 4.4
Others 4.8
Engaging and working with the community

Total Others 4.5
Self 3.5
Line Manager 4.3
Leadership Team 4.5
Staff 4.4
Others 5.0

reserved.
Cam Wallace - AITSL
Feedback summary aligned with professional practices

Avg.
total
others
rating Consistency of demonstration of attribute Strength
Leading teaching and learning Sometimes Very often
1. Creates a student centred learning environment 4.7

2. Leads pedagogical practice 4.1
3. Creates a learning culture 4.7
4. Builds capacity 4.5

5. Promotes professional learning 4.1
6. Manages self 4.6
7. Inspires and motivates 4.8

8. Understands and leads change 4.4
9. Initiates improvement through innovation and 4.0
change
10. Aligns ethical practices with educational goals 4.7

11. Manages resources 4.4
12. Manages high standards and accountability 4.4
13. Creates a culture of inclusion 4.7

14. Engages with the community 4.4
15. Collaborates with and influences the community 4.5
Total Others Self Norm group

reserved.
Cam Wallace - AITSL
1. Creates a student centred learning environment

Principals are committed to the learning and growth of young people and adults and foster respect across
the whole school.
Always
5.0
4.7 4.7 4.8 4.8
4.2 Very often
Often
Sometimes
Never / rarely
Team
Comments:
Self
There are no comments for this rater group
Line Manager
Leadership Team
Staff
Peers
Others
Continued

reserved.
Cam Wallace - AITSL

Principals apply their professional knowledge to meet the needs of students in the school and to deliver,
with others, effective strategic leadership and operational management. Principals take steps to ensure that
they keep their professional knowledge current.
Always
4.6
4.1
4.3 Very often
4.0
3.5 Often
3.3
Sometimes
Never / rarely
Team
Comments:
Self
Line Manager
Leadership Team
Staff
Peers
Others
Continued

reserved.
Cam Wallace - AITSL

Principals create a culture of challenge and support, enabling effective teaching that promotes effective
enthusiastic, independent learners, committed to life-long learning.
Always
4.8 4.9
4.7 4.7
4.5 Very often
3.7
Often
Sometimes
Never / rarely
Team
Comments:
Self
Line Manager
Leadership Team
Staff
Peers
Others
Continued

reserved.
Cam Wallace - AITSL
4. Builds capacity
Principals build capacity and support all staff to achieve high standards and develop their leadership
capability.
Always
5.0
4.5 4.4 Very often
4.3 4.2
3.6
Often
Sometimes
Never / rarely
Team
Comments:
Self
Line Manager
Leadership Team
Staff
Peers
Others
Continued

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Cam Wallace - AITSL

Principals understand the importance of and demonstrate commitment to their own ongoing professional
development.
Always
4.6
4.1 4.1
Very often
3.8 3.9
3.3 Often
Sometimes
Never / rarely
Team
Comments:
Self
Line Manager
Leadership Team
Staff
Peers
Others
Continued

reserved.
Cam Wallace - AITSL
6. Manages self
Principals manage themselves well and demonstrate commitment to their own personal health and wellbeing
in order to manage the complexity of the role and actions required in the role.
Always
5.0
4.6 4.5 4.4 4.3 Very often
Often
3.0
Sometimes
Never / rarely
Team
Comments:
Self
Line Manager
Leadership Team
Staff
Peers
Others
Continued

reserved.
Cam Wallace - AITSL

Principals inspire and motivate their staff to ensure that the vision and strategic plan is put into action across
the school and that the plan's goals and intentions are realised.
Always
5.0 5.0
4.8 4.7
4.4 Very often
3.5 Often
Sometimes
Never / rarely
Team
Comments:
Self
Line Manager
Leadership Team
Staff
Peers
Others
Continued

reserved.
Cam Wallace - AITSL

Principals apply their knowledge and understanding of leadership of change to facilitate effective long-term
change in the school together with others. Principals take steps to ensure that they keep their leadership
skills and knowledge of change concepts current.
Always
5.0
4.4 4.3 4.2 4.1
Very often
Often
3.0
Sometimes
Never / rarely
Team
Comments:
Self
Line Manager
Leadership Team
Not all changes involving educational trends need to be implemented but when change is required, it is
implemented slowly, in consultation and with purpose for positive impact on the school. Often has been checked
due to not all trends requiring implementation.
Staff
Peers
Others
Continued

reserved.
Cam Wallace - AITSL
9. Initiates improvement through innovation and change

Principals work with others to produce and implement clear, evidence based improvement plans and policies
for the development of the school.
Always
4.3 Very often

4.0 4.0
3.7 3.8
Often
2.7
Sometimes
Never / rarely
Team
Comments:
Self
Line Manager
Leadership Team
Staff
Peers
Others
Continued

reserved.
Cam Wallace - AITSL
10. Aligns ethical practices with educational goals

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.
Always
4.7 4.8 4.8
4.6
4.4 Very often
3.7
Often
Sometimes
Never / rarely
Team
Comments:
Self
Line Manager
Leadership Team
Staff
Peers
Others
Continued

reserved.
Cam Wallace - AITSL

Principals use a range of data management methods and technologies to ensure that the school's resources
and staff are efficiently organised and managed to provide an effective and safe learning environment as
well as value for money.
Always
4.9
4.4 4.4 4.3 Very often
4.0 4.0
Often
Sometimes
Never / rarely
Team
Comments:
Self
Line Manager
Leadership Team
Staff
Peers
Others
Continued

reserved.
Cam Wallace - AITSL
12. Manages high standards and accountability

Principals ensure that high standards are achieved across the school and that accountabilities are monitored
and met.
Always
4.5 4.6
4.4 4.3 Very often
4.0
3.8
Often
Sometimes
Never / rarely
Team
Comments:
Self
Line Manager
Leadership Team
Staff
As an onlooker, I do not see poor performers being pulled up and "re educated". This may not be the case, as I
would assume that this would be a private matter.
Peers
Others
Continued

reserved.
Cam Wallace - AITSL

Principals embrace inclusion and help build a culture of high expectations that takes account of the richness
and diversity of the school's wider community and the education systems and sectors.
Always
5.0
4.7 4.6
4.5 4.5 Very often
3.5 Often
Sometimes
Never / rarely
Team
Comments:
Self
Line Manager
Leadership Team
Staff
Peers
Others
Continued

reserved.
Cam Wallace - AITSL

Principals understand the richness and diversity of the school's wider community, education systems and
sectors.
Always
5.0
4.4 4.5 Very often
4.3
3.8 3.8
Often
Sometimes
Never / rarely
Team
Comments:
Self
Line Manager
Leadership Team
Staff
Peers
Others
Continued

reserved.
Cam Wallace - AITSL
15. Collaborates with and influences the community

Principals communicate, negotiate, collaborate and advocate effectively and relate well to the school's
community. They continuously improve their networking and influencing skills.
Always
4.9
4.5 4.5 4.4 Very often
4.3
3.3 Often
Sometimes
Never / rarely
Team
Comments:
Self
Line Manager
Leadership Team
Staff
Peers
Others

reserved.
Cam Wallace - AITSL
Your strengths
Highest scoring behaviours
Line Leader-
Total Manag- ship
Attribute Others Self er Team Staff Others
1. Creates a student Encourages active 5.0 5.0 -- 5.0 5.0 5.0

centred learning engagement of all
environment students in their
learning
3. Creates a learning Creates a positive 5.0 4.0 5.0 5.0 5.0 5.0
culture learning environment
for students, staff and
the school community
Areas for development

Lowest scoring behaviours
Line Leader-
Total Manag- ship
Attribute Others Self er Team Staff Others
5. Promotes In response to their own 3.4 3.0 3.0 3.4 3.3 4.0
professional learning professional learning,
makes changes in how
they lead and manage
the school
9. Initiates Provides the school 3.6 2.0 3.0 3.4 3.8 4.0
improvement through community frequent
innovation and opportunities to give
change feedback on changes to
improve school
performance

reserved.
Cam Wallace - AITSL
Behaviour frequency report

The following charts show how your raters responded to each behaviour, and indicates where raters' perceptions
of your behaviour agree or differ.
The bars on the 'Average rating' column represent the average behaviour score for each rater group. The
distribution of ratings, with a column for each point on the rating scale, are shown to the right of the bars. The
number in each column indicates the number of raters who rated you on that point. The left most column labeled
with a * indicates the number of raters who did not answer the question.

Never /
rarely - Always
Behaviour Rater group Average rating *

Sets clear expectations that all activities in the school will Self 4.0 1
contribute toward improving learning outcomes
Line Manager 5.0 1
Leadership Team 4.6 2 3
Staff 4.7 2 4
Others 5.0 2
Encourages active engagement of all students in their Self 5.0 1

learning
Line Manager 1
Staff 5.0 6
Others 5.0 2
Makes important decisions considering the impact on Self 5.0 1

students' learning
Line Manager 4.0 1
Staff 4.7 2 4
Others 5.0 2
Provides a consistent school-wide focus on individual Self 5.0 1

student achievement
Line Manager 5.0 1
Staff 4.5 1 1 4
Others 5.0 2
Listens actively to all students, shows interest and Self 4.0 1

acknowledges their points of view and contribution
Line Manager 3.0 1
Leadership Team 5.0 5
Staff 5.0 6
Others 5.0 2
* Indicates that some of your raters did not respond to this item.
Continued

reserved.
Cam Wallace - AITSL

Never /
rarely - Always

Promotes the school values through a flexible and diverse Self 5.0 1
curriculum to meet the needs of all students
Line Manager 4.0 1
Leadership Team 4.4 1 1 3
Staff 4.7 2 4
Others 5.0 2

Never /
rarely - Always

Shares and promotes professional dialogue about current Self 4.0 1
research in pedagogy and student engagement
Line Manager 4.0 1
Staff 4.2 5 1
Others 4.0 1 1
Shares school results throughout the year and takes action Self 3.0 1
to address gaps in school performance
Line Manager 4.0 1
Staff 4.5 3 3
Others 4.5 1 1
Applies robust methods to monitor and report on student Self 3.0 1

progress
Line Manager 3.0 1
Staff 4.2 1 3 2
Others 5.0 2
Implements processes to ensure the application of new Self 3.0 1

research in teaching, learning and child development
Line Manager 3.0 1
Leadership Team 4.0 1 1 1 2
Staff 4.5 3 3
Others 5.0 2
Continued

reserved.
Cam Wallace - AITSL

Never /
rarely - Always

Creates a positive learning environment for students, staff Self 4.0 1
and the school community
Line Manager 5.0 1
Staff 5.0 6
Others 5.0 2
Sets high expectations for every learner, including students, Self 4.0 1
staff and self
Line Manager 5.0 1
Staff 4.8 1 5
Others 5.0 2
Celebrates and promotes high performance of students and Self 4.0 1

staff
Line Manager 5.0 1
Staff 4.3 1 2 3
Others 5.0 2
Encourages evidence-based approaches to teaching and Self 3.0 1

learning
Line Manager 4.0 1
Staff 4.3 4 2
Others 5.0 1 1
Implements, monitors and improves teaching strategies to Self 3.0 1

ensure equity of educational outcomes
Line Manager 4.0 1
Staff 4.2 1 1 2 2
Others 4.5 1 1
Promotes the school's agreed approach to quality teaching Self 4.0 1

and learning
Line Manager 5.0 1
Staff 4.5 3 3
Others 5.0 2
Continued

reserved.
Cam Wallace - AITSL

4. Builds capacity
Never /
rarely - Always

Provides ongoing formal and informal feedback to staff Self 4.0 1
Line Manager 5.0 1
Staff 4.3 1 2 3
Others 3.0 1 1
Leads the school in planning, implementing and evaluating Self 4.0 1

staff professional development aligned to school goals
Line Manager 5.0 1
Staff 4.5 1 1 4
Others 5.0 1 1
Identifies and makes the most of opportunities to develop Self 4.0 1

others
Line Manager 5.0 1
Staff 4.8 1 1 4
Others 4.5 1 1
Annually adjusts roles and responsibilities so that staff have Self 3.0 1
the opportunity to develop
Line Manager 5.0 1
Staff 4.2 1 1 2 2
Others 4.0 1 1
Identifies leadership potential in others and provides Self 3.0 1

opportunity for others to demonstrate leadership
Line Manager 5.0 1
Staff 4.4 1 1 1 3
Others 4.5 1 1
Continued

reserved.
Cam Wallace - AITSL

Never /
rarely - Always

Seeks and responds to feedback to make changes in how Self 3.0 1
they lead and manage the school
Line Manager 3.0 1
Staff 4.0 3 1 2
Others 4.5 1 1
In response to their own professional learning, makes Self 3.0 1

changes in how they lead and manage the school
Line Manager 3.0 1
Staff 3.3 3 1 1 1
Others 4.0 2
Identifies opportunities for, and encourages staff to engage Self 4.0 1

in, professional learning linked to their performance goals
Line Manager 5.0 1
Staff 4.8 2 1 3
Others 5.0 1 1
Sets and monitors high expectations of staff to share and Self 3.0 1
implement insights from professional learning
Line Manager 4.0 1
Staff 4.3 2 4
Others 5.0 1 1
6. Manages self
Never /
rarely - Always

Responds calmly and constructively in emotionally charged Self 4.0 1
situations
Line Manager 5.0 1
Staff 4.8 1 5
Others 5.0 2
Continued

reserved.
Cam Wallace - AITSL

6. Manages self
Never /
rarely - Always

Models a commitment to a healthy work/life balance Self 2.0 1
Line Manager 4.0 1
Staff 4.2 1 1 2 2
Others 5.0 2
Prioritises and acts constructively in response to conflicting Self 3.0 1

demands
Line Manager 4.0 1
Staff 4.3 2 1 1 2
Others 5.0 2
Takes appropriate action in times of uncertainty in the areas Self 3.0 1

that are within their control
Line Manager 5.0 1
Staff 4.0 2 1 1 2
Others 5.0 2
Continued

reserved.
Cam Wallace - AITSL

Never /
rarely - Always

Leads and seeks input into the development of the vision for Self 3.0 1
the school
Line Manager 5.0 1
Staff 4.5 2 2 2
Others 5.0 2
Builds commitment and confidence in a shared Self 3.0 1

understanding of the vision for the school
Line Manager 5.0 1
Staff 4.5 1 1 4
Others 5.0 2
Leads in a manner that is responsive to the stage, growth Self 4.0 1

and development of the school
Line Manager 5.0 1
Staff 4.7 2 4
Others 5.0 2
Recognises and celebrates the achievements of individuals Self 4.0 1

and teams
Line Manager 5.0 1
Staff 3.8 1 1 2 2
Others 5.0 2

Never /
rarely - Always

Evaluates the impact of change on student outcomes Self 3.0 1
Line Manager 4.0 1
Staff 4.0 2 1 2 1
Others 5.0 1 1
Continued

reserved.
Cam Wallace - AITSL

Never /
rarely - Always

Communicates the need for change in response to social, Self 3.0 1
environmental or evidence-based educational trends
Line Manager 4.0 1
Staff 3.8 1 1 2 2
Others 5.0 2
Plans, implements, monitors and reinforces purposeful Self 3.0 1

change
Line Manager 5.0 1
Staff 4.2 2 1 3
Others 5.0 2
Leads and implements the appropriate use of innovative Self 3.0 1

technologies
Line Manager 1
Staff 4.5 3 3
Others 5.0 2

Never /
rarely - Always

Provides the school community frequent opportunities to Self 2.0 1
give feedback on changes to improve school performance
Line Manager 3.0 1
Staff 3.8 1 1 1 1 2
Others 4.0 1 1
Facilitates inquiry into innovative approaches to school Self 2.0 1

improvement based on evidence
Line Manager 4.0 1
Staff 3.6 1 3 1 1
Others 4.5 1 1
Continued

reserved.
Cam Wallace - AITSL

Never /
rarely - Always

Promotes collaborative problem solving to ensure Self 4.0 1
continuous improvement
Line Manager 4.0 1
Staff 4.6 1 2 3
Others 4.5 1 1
Continued

reserved.
Cam Wallace - AITSL

10. Aligns ethical practices with educational goals
Never /
rarely - Always

Promotes democratic values including active citizenship Self 2.0 1
Line Manager 4.0 1
Staff 4.3 2 4
Others 5.0 2
Delivers on their commitments to others Self 5.0 1
Line Manager 5.0 1
Staff 4.3 1 2 3
Others 5.0 2
Behaves consistently in line with stated values and beliefs Self 4.0 1
Line Manager 5.0 1
Staff 4.8 1 5
Others 5.0 2
Models and promotes the school's values Self 4.0 1
Line Manager 5.0 1
Staff 4.7 2 4
Others 5.0 2
Advocates for students and the school in difficult situations Self 3.0 1
Line Manager 5.0 1
Staff 5.0 6
Others 4.5 1 1
Challenges actions, behaviours and practices that are not Self 4.0 1
ethical
Line Manager 5.0 1
Staff 4.6 1 2 3
Others 4.0 1 1
Continued

reserved.
Cam Wallace - AITSL

Never /
rarely - Always

Explains to stakeholders how the allocation of resources Self 3.0 1
impacts students' learning
Line Manager 3.0 1
Staff 4.2 1 1 2 2
Others 5.0 2
Annually evaluates the impact of resource allocations on Self 3.0 1

student and school priorities
Line Manager 3.0 1
Staff 4.0 1 2 1 2
Others 4.5 1 1
Uses appropriate technologies to effectively manage the Self 4.0 1

school
Line Manager 4.0 1
Staff 4.3 2 1 1 2
Others 5.0 2
Aligns resources with learning priorities and the school's Self 5.0 1
strategic plan
Line Manager 5.0 1
Staff 4.4 1 3 2
Others 5.0 2
Prioritises effectively in order to achieve outcomes Self 5.0 1
Line Manager 5.0 1
Staff 4.6 1 2 3
Others 5.0 2
Continued

reserved.
Cam Wallace - AITSL

12. Manages high standards and accountability
Never /
rarely - Always

Communicates clearly defined expectations and Self 4.0 1
accountabilities
Line Manager 5.0 1
Staff 4.8 1 1 4
Others 5.0 2
Monitors accountabilities and takes action to ensure they are Self 3.0 1
met
Line Manager 4.0 1
Staff 4.0 1 1 2 2
Others 5.0 2
Ensures staff performance goals are based on the school's Self 5.0 1
shared view of effective teaching and learning
Line Manager 5.0 1
Staff 4.7 2 4
Others 4.0 1 1
Implements an effective learning and assessment Self 3.0 1

framework to monitor and understand student progress
Line Manager 4.0 1
Staff 4.3 1 2 3
Others 5.0 1 1
Takes appropriate action to address poor performance Self 3.0 1
Line Manager 4.0 1
Staff 3.8 2 1 1 2
Others 4.5 1 1
Reinforces and monitors a process of observation and Self 5.0 1

feedback for all teaching staff
Line Manager 5.0 1
Staff 4.5 3 3
Others 4.0 1 1
Continued

reserved.
Cam Wallace - AITSL

Never /
rarely - Always

Encourages active involvement of the community's diverse Self 4.0 1
backgrounds in school activities
Line Manager 4.0 1
Staff 4.8 1 5
Others 5.0 2
Leads a school culture that promotes understanding of, and Self 3.0 1
respect for, Aboriginal and Torres Strait Islander histories,
culture and languages Line Manager 4.0 1
Staff 3.5 1 1 1 3
Others 5.0 2
Implements strategies that create equitable educational Self 4.0 1

opportunities regardless of physical, social or economic
disadvantage Line Manager 5.0 1
Staff 4.8 1 5
Others 5.0 2
Supports the needs of students, families and carers facing Self 3.0 1
complex challenges
Line Manager 5.0 1
Staff 4.8 1 5
Others 5.0 2

Never /
rarely - Always

Implements strategies to encourage all families to participate Self 3.0 1
in the life of the school
Line Manager 4.0 1
Staff 4.4 1 1 1 3
Others 5.0 2
Continued

reserved.
Cam Wallace - AITSL

Never /
rarely - Always

Creates an environment that encourages students to Self 3.0 1
engage with the wider community
Line Manager 4.0 1
Staff 3.8 1 2 3
Others 5.0 2
Celebrates the rich cultural diversity of the community in the Self 5.0 1
school's activities
Line Manager 3.0 1
Staff 4.2 2 1 3
Others 5.0 2
Uses multiple communication approaches to involve all Self 4.0 1

parents and carers in their child's learning
Line Manager 4.0 1
Staff 4.6 1 1 4
Others 5.0 2

Never /
rarely - Always

Develops and maintains positive relationships with students, Self 4.0 1
families and carers
Line Manager 5.0 1
Staff 4.8 1 5
Others 5.0 2
Promotes positive partnerships with the school's broader Self 3.0 1

community
Line Manager 5.0 1
Staff 4.7 1 5
Others 5.0 2
Continued

reserved.
Cam Wallace - AITSL

Never /
rarely - Always

Actively consults with families and carers about the Self 3.0 1
educational priorities of the school
Line Manager 3.0 1
Staff 4.0 3 3
Others 4.5 1 1
Co-ordinates policies and procedures for working with Self 3.0 1

agencies to protect and support children and young people
Line Manager 5.0 1
Staff 4.3 2 1 1 2
Others 5.0 1 1

reserved.
Cam Wallace - AITSL
Reflective Key strengths

comments Self
1. Team work and strategic thinking 2. Operationally efficient 3.
Commitment to students and learning 4. Approachable, personable
Line Manager
Cam Wallace is a leader who sets high expectations for students and staff
and has an unrelenting focus on improving teaching and learning. He has
created an inclusive learning environment in his school through
collaboration and team work. Cam holds complete regard for the progress
and personal development of every student. His strengths include: * his
ability to trust and empower, particularly his leadership team, to take
responsibility * capability development in teachers and leaders * setting
and driving school direction and vision with actionable steps to achieve
the vision Cam is inspires people is honest, open and transparent in his
dealings and decision making and is a leader who people follow willingly.
Leadership Team
Professional Practice: Engaging and working with the community- Cam
promotes a positive school culture where all staff, students and families
feel welcome and valued. Professional Practice- Developing Self and
Others: Cam ensures the professional practice of all teachers is
maintained through an effective observation and feedback process. This
process was discussed and developed with key staff and school
stakeholders (LCC). Leadership requirement- Personal qualities, social
and interpersonal skills: Cam supports all staff when faced with
challenging situations. This enables the staff to feel supported when
working with challenging students, parents or members of the community.
Big Picture Thinker Forward Thinker Approachable Collaborative
Cam is a strong relational leadership skills - regularly consulting and

building understanding with staff prior to change; Cam continues to build
his knowledge-base around teaching and learning best practice and is
very receptive to new and innovative ideas; Cam is very consultative and
listens and responds to ideas and feedback provided by staff
Staff
1) Approachable - Cam's door is always open to discuss anything teaching
related 2) supportive - whether it be student behaviour or dealing with
parents, Cam has always supported me 3)Effective manager - I have
worked in many different schools across 3 States and Territories and this
is the best run school I have been in.
1. Supportive - Genuinely cares about needs of students and staff. 2.

Committed to a high quality of education for all students and also provides
opportunities for staff to develop and learn. 3. Has a strong relationships
with parents and the wider school community.
*his ability to build relationships with the students and their families -
evident through his acknowledgment of children and families by their
name, positive feedback from parents and students around the school * I
Continued

reserved.
Cam Wallace - AITSL
Reflective believe he has the respect of all staff because we believe in his "vision"
for the school. * His belief in the school, its students and staff.
comments
Building relationships with the students and families. Being an active
member of staff - (playground duties, taking reading groups, spelling
lessons) Willingness to make you a better teacher through your own
choice of avenue - leadership big or small, mentor teachers, beginner
teachers.
Approachability, high expectations, opportunity, fair
Peers
Data for this rater group was suppressed to protect the anonymity of the
rater(s).
Others
Empathetic Communication Stakeholder management
Areas for development and the value of improving these

behaviours
Self
1. Management-using EQ system for staffing and budget (i.e. SBS) 2.
More academic, research based 3. Understanding and developing
leadership
Line Manager
Cam is an experienced Principal and the complexities in the Principal role
will continue to be challenging. As well high performance presents
continued improvement and as such it would do well to develop a broad
network of people, agencies, educational groups to ensure that high
expectations are met.
Leadership Team
Leadership requirement- Vision and Values and Professional Practice-
Leading the management of the school: Using long term school trends and
data to better plan for the future. For e.g. looking at school enrolment
numbers catchment vs out of catchment, looking at planning for
resourcing/ furniture throughout the school, a school plan for next 3-4
years. Professional Practice: Leading improvement, innovation and
change: Continuing to stay up to date with key educational changes and
trends and ensure the school is also developing a culture of continuous
improvement.
Consistent approach for this teachers not soundly performing
Regularly reflecting on student learning outcomes at a system level -

interpreting (pin pointing specific areas of need) and responding to data;
looking for opportunities refine strategic priorities, including identifying
and monitoring against key success indicators; prioritising strategic and
teaching learning within leadership meetings over operational/procedural
business (where possible)
Continued

reserved.
Cam Wallace - AITSL
Reflective Staff
None. He is doing a fantastic job.
comments
New roles should be offered to all staff so that any interested parties can
apply for them. Eg- writing extension
Consistency in teachers expectations/delivery around curriculum

(assessment records/delivery)
This is difficult to answer as what I feel needs to be addressed may seem

trivial to others. *get back to the basics with teachers - work overload and
stress levels need to be addressed - there is sometimes a "want more,
want more", feeling coming from the top. *ensure equity and transparency
is being maintained across all staff
Peers
Others
I feel I should have something constructive to say here. I stared at the
screen for a few minutes and really came up with nothing. Perhaps
communicating the benefits on learning outcomes from the use of
technology is one are for improvement. Apologies for not being more
helpful.
Any other comments
Self
Line Manager
Leadership Team
Cam is a great leader who sets a great example for staff also aspiring to
become a deputy principal or principal. He makes tricky decisions when
they need to be made and ensures the school and students are the
number 1 priority. Cam ensures there is school wide collaboration when
looking at changing key teaching practices across the school. Cam sets
high expectations for the behaviour and attendance for all students.
Staff
Fantastic leader.
I can only imagine how difficult being a principal is and trying to make
everyone happy.
Cam is an excellent leader and a supportive principal. We are very

fortunate to have him at our school. He has a very positive impact on
students and staff.
Peers
Continued

reserved.
Cam Wallace - AITSL
Reflective Others
My relationship with Cam as a parent but also as a P&C executive means
comments I see more than most parents on how Cam operates. The school spirit and
community is testament to the job done and the person Cam is, so well
done. I suppose the professional development side of things and how a
school "should run" is something i'm really not exposed to, nor understand,
so I think that's where Cam could focus effort because there is little value
in looking elsewhere.

reserved.
Cam Wallace - AITSL
Rater list The names of the individuals from whom you requested feedback are:
A list of the raters from whom you Line Manager

requested feedback Jane Sedgman
Leadership Team
Natala Crawley
Scott Matthews
Jean Gibbs
Lyndel Ivory-Lisle
Alister Warren
Staff
Nikki Clements
Lisa Guenzler
Cara Middleton
Cath Rowan
Robyn Hooper
Gwen Edwards
Peter Jennings
Teena Roebuck
Peers
John Brew
Meaghan Rodgers
Anne Kitchin
Others
Dan Dryden
Linda Richardson
Helen Shogren
Marika Williams

reserved.

360° Reflection Tool - PRINCIPALS

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Introduction Australian Professional Standard for Principals

The Australian Professional Standard for Principals (the Standard)

The Standard is based on three Leadership Requirements:

• Vision and values

These requirements are enacted through the following five key

• Leading teaching and learning

360° Reflection Tool

• connect with the Standard

The 360° Reflection Tool is underpinned by research. The development

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Your Feedback Report

Your Feedback Report contains results and commentary regarding your

Feedback describes the frequency of behaviour, rather than evaluating it

Although the Standard is applicable to principals and school leaders

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360° Reflection Tool

1. Creates a student centred

Developing self and others

7. Inspires and motivates

Leading the management of

10. Aligns ethical practices with

Engaging and working with

13. Creates a culture of inclusion

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Interpreting your Interpreting the 360° Reflection Tool summary

Total Others Self Norm group

The bar represents your total others score.

• Norms are based on 1,011 school leaders rated by 12,858 raters.

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Interpreting your Interpreting the attribute detail

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Surveys Familiarity Agreement

Agreement can be low for a number of reasons. Low agreement may

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Summary by professional practice

Professional Practices Rater group Rating Consistency of demonstration of attribute

Leading teaching and learning

Developing self and others

Leading improvement, innovation and change

Leading the management of the school

Engaging and working with the community

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Feedback summary aligned with professional practices

1. Creates a student centred learning environment 4.7

Developing self and others

4. Builds capacity 4.5

Leading improvement, innovation and change

7. Inspires and motivates 4.8

Leading the management of the school

10. Aligns ethical practices with educational goals 4.7

Engaging and working with the community

13. Creates a culture of inclusion 4.7

Total Others Self Norm group

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Leading teaching and learning

1. Creates a student centred learning environment

There are no comments for this rater group