This dimension is part of the
Professional Leadership priority.
Strategic resource management is a critical factor in continuous school improvement. Successful leaders embrace ambiguous, complex and challenging contexts and work with others to seek creative and innovative solutions while ensuring integrity. Effective organisational design helps to focus school staff on delivery of the school's strategic plan.
Successful leaders allocate resources to serve the overarching strategic vision and goals of the school community. They enhance the quality of teaching and learning by determining what teaching expertise and resources are critical to achieving student learning goals. The principal is the primary decision-maker for resource allocation. They use agreed consultative mechanisms to make decisions.
Results from the School Staff Survey, available in
Panorama, can be used to measure progress, and as success indicators. Suggested factors include the 'intellectual stimulation' and 'shielding and buffering' factors.
Equity Funding Planning and Intervention Guide
The Continuum for
Strategic resource management describes a range of proficiency levels (Emerging, Evolving, Embedding and Excelling) that assists principals and teachers to identify areas of practice that require attention in order to deliver improved student outcomes.
Component: School leaders invest in strategic thinking, planning and resource allocation
Leaders articulate a clear direction for the school, relevant to its social context. Leaders determine the allocation of school resources based on immediate school and student needs. Leaders use whole-school data to identify school improvement goals linked to the AIP. Leaders meet resourcing priorities through their consultative processes.
Leaders demonstrate an understanding of the school’s context and readiness to embrace improvement initiatives. Leaders develop decision-making processes and use a consultative approach to strategic planning. Leaders ensure that the goals of the SSP and AIP are prioritised in the allocation of resources. The school has a data management system that enables teachers to readily access and use data at team, class and individual levels.
Leaders use improvement strategies appropriate to desired changes. Their initiatives within a Community of Practice inform their thinking and planning. Leaders use school student achievement, wellbeing and engagement data for strategic planning and accountability. Leaders develop a clear line of sight between school improvement goals, school-wide improvement strategies and resourcing. Leaders monitor the performance of the school and plan expenditure to support positive outcomes for students. Leaders strengthen workforce profiling and planning to ensure that resources are directed to improving the quality of teaching and learning.
Leaders’ understanding of broader educational influences, both globally and nationally, informs strategic thinking, planning and resource allocation. Leaders embrace uncertain, complex and challenging contexts and work within a Community of Practice to seek creative and innovative solutions. This includes the exploitation of new strategies, community resources and opportunities. Leaders use the FISO Improvement Cycle to trial the resourcing of new strategies, and continuously monitor their impact. Leaders audit processes and programs to refine organisational practices, reduce duplication and improve efficiency.
Component: Leaders use human resources strategically
Leaders recruit school staff who offer the best fit for the school’s current needs. Leaders make recruitment decisions by assessing the school’s staff shortages and short-term goals. Leaders work with staff to identify and prioritise their professional learning needs, based on gaps between the requirements of their roles and their current knowledge and skills. Leaders ensure that beginning teachers and teachers new to the school are given a thorough induction.
Leaders recruit personnel and change the roles and responsibilities of personnel to best meet the school’s objectives. Leaders assess the school’s current and anticipated staffing needs, planned developments and short-term goals when making recruitment decisions. Leaders identify and implement professional learning aligned with staff learning plans and school priorities. Leaders allocate time and resources to support teacher collaboration. Leaders ensure that beginning teachers and teachers new to the school have a thorough induction and are supported by experienced mentors.
Leaders anticipate and prepare for changes in senior staff, by improving the abilities and expertise of other teachers to fill these roles. Leaders invest strategically in forms of professional learning that support school goals and priorities. Leaders monitor and evaluate the impact of professional learning and PLCs/PLTs, measuring progress in meeting school goals and priorities. Leaders and teacher mentors support beginning and new teachers to understand and contribute to the school’s program. Their feedback informs review of the induction processes.
Leaders integrate student achievement data into goal setting, workforce planning, professional development and strategic resource planning processes. Leaders are rigorous in the recruitment, induction and succession planning of staff with specific expertise, to meet the required goals and targets of the SSP. Leaders create challenging roles that encourage the development of experienced teachers and leaders. New and beginning teachers actively work with their colleagues to shape the school’s learning program. Leaders strategically review organisational design and structure to ensure optimal use of human resources, roles and functions in supporting continuous improvement in learning and achievement.
To see examples of how schools in Victoria are implementing the FISO dimension: Strategic resource management see: Strategic resource management case studies.
To view the evidence base for the FISO professional leadership priority area see:
Evidence - Professional leadership evidence base
Why should my school engage with this dimension?
Evaluation of data and evidence indicates that schools need to:
- enhance or build the teaching skills and expertise required to deliver learning goals
- re-prioritise resourcing decisions based on evidence of how effective they are in improving students' learning.
To what extent is this dimension being implemented in my school?
Consider the following:
- Are resources targeted where they will have the greatest impact on students?
- Do we leverage community resources to meet specific needs?
- Do all resourcing decisions directly align with strategic learning priorities?
- Do we evaluate our resourcing decisions in terms of the impact on student outcomes?
- Do we recruit staff with specific expertise that is needed to meet our schools' learning goals?
- Is our professional development planning and coaching informed by evaluation of data and evidence so as to create clear expectations for changes in practice?
What can my school focus on?
- The use of data to identify and prioritise areas for improvement.
- Current resource allocation to realign resources to meet identified priority areas related to staffing, budgets and facilities.
What does successful implementation look like?
- Strategic decisions made in the school help achieve the school vision.
- Legal risks are understood, as are key legal concepts and obligations.
- School asset management, including planned and reactive maintenance, compliance and safety requirements, and school capital works procedures are undertaken regularly or as required and contribute positively to the school working environment.
- School finances are effectively managed, based on DET policy and best practice.
- Evidence-based decision-making and the development of specific data literacy skills are used to analyse and effectively interpret currently available data.
- Workforce is managed successfully by developing a culture of high expectations, moving from vision to successful accountability using effective feedback processes and decision making strategies and opportunities are provided for sharing achievements and celebrating successes.
- Safety and wellbeing are effectively managed.
What strategies and actions can my school implement?
- Review evidence of the school's progress towards medium and long-term learning goals in light of future staffing roles and allocation, budgets and facilities, involving as many members of the school and broader community as possible.
For more information, see:
Professional Leadership priority