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Data from the Principals highlighted how the characteristics about a Josephite approach to education are evident in their leadership practices that emphasise: coherency between mission, tradition and practice; educational excellence and rigour; serving families and forming community; the relevance of Josephite principles.

4.8.1 Coherency between mission, tradition and practice.

All six Principals outlined the importance of coherency between mission, tradition and vision as evidence of leadership practices in a Josephite approach to education. One Principal described the process of strategic planning in light of the

statement; do we need to rework it? Are we still doing this? So, we keep revisiting.” Another Principal spoke of the formulation of policies reflecting the mission. She stated: “The actual physical documents are prefaced with a belief statement and that is grounded in scripture and tradition.” The challenge in ensuring coherency

between mission, tradition and administrative practices was summarised by one Principal. She stated: “I think increasingly there is a sense that schools are

businesses and that is one thing that we are consciously resisting here because there are things we want to invest in simply because they maintain traditions that are very important.”

Several Principals referred to the challenges in leading with integrity to ensure policies and procedures were cognisant with mission. The most common example referred to was the Fee Policy. Three Principals emphasised the challenges of ensuring accessibility and affordability in the implementation of the policy. As one Principal observed: “I know you can have a policy but whether people feel they can have a chat when the time comes even though it is certainly written in the policy.” Implementation of fee policies was seen as a sensitive area of work for Principals. One Principal stated: “There is wide discretion for the leader of this Josephite school to humbly, gently, strongly and supportively work with families without them needing to show bits of paper like in some Government department and to divulge all sorts of information.” Another Principal referred to the value of a Fee Assistance Policy. She stated: “I think families certainly see the Fee Assistance Policy as being an administrative practice that supports the school’s philosophy.”

All six Principals referred to the importance of daily administrative practices and procedures reflecting the school’s philosophy of inclusivity and equity. One Principal used the example of the procedure for following up on student absences. She noted: “It is not just about accountability and ticking a box, it is about pastoral care for the student and family.” Another Principal referred to the uniform policy and procedure as a means of ensuring dignity and enabling access to education. He noted: “Those in disadvantaged circumstances should not always be given a second- hand uniform. Our practice is that money raised from second hand uniforms goes towards buying new uniforms for the most disadvantaged.”

4.8.2 Educational rigour and excellence.

in leadership practices in a Josephite approach to education. As one Principal stated: “Academic rigour is something that is Josephite and is part of Josephite education.” Another Principal highlighted the challenge in creating a rigorous learning environment stating: “It is not just about being comfortable, it is not just ‘we are a warm and happy place’.” One Principal described her practice of

promoting excellence and rigour as an expression of hospitality. She observed: “It is about academic success and academic challenges as well, and that’s quite legitimate within a Josephite school as that sense of looking after the marginalised and caring, it’s that hospitality aspect.” Another Principal described how she regularly shared her vision for academic rigour with her staff. She stated: “Each student has the opportunity to be who they are and also an opportunity to succeed and to be challenged. It needs people (teachers) to have faith in their abilities and what they can possibly achieve.”

Principals emphasised the design of a holistic curriculum and the skill of teachers as evidence of leadership practices that promoted a rigorous approach to Josephite education. As one Principal remarked: “The teacher in the classroom is concerned about the child; who they are, who has different learning goals, and then develops separate strategies for working with that student.” Another Principal described the Religious Education curriculum as promoting a rigorous learning environment. She noted: “The Religious Education program and curriculum is very obvious; we make no apology for the fact that we are a Catholic school and religious education is very important to us.”

4.8.3 Leadership practices that serve families.

All Principals provided examples of leadership practices that enabled them to serve families. In this respect the practices used in the selection and formation of staff was seen as pivotal in ensuring the school was conversant with the needs of families. One Principal described the process of selecting and appointing staff who are compatible with the ethos of the school. He noted: “our parents will not regularly raise issues; they would only feel comfortable if the teacher was approachable.” Another Principal reflected on her practices in working with staff to ensure they were conversant with the needs of families. She observed: “There’s messiness in how we operate at different times with what is going on in our lives, and the same is with our families and our girls as well, and that’s ok.” One Principal described how

she was conscious of the example she set for staff when mediating difficult situations with parents. She remarked: “Even though it is hard, I remain

professional. It is more than professional; it is about human dignity, forgiveness and reconciliation.”

Several Principals described the challenges experienced when making decisions with sensitivity to the circumstances of families. One Principal used the case of whether to incorporate a particular type of technology in the curriculum to illustrate this tension. She remarked: “We won’t implement this form of Technology because that relies on every household at home having access and they won’t. We value inclusion and access for all.” Another Principal referred to her leadership practice when mentoring staff in the process of reporting to parents. She stated: “Staff understand what I think is acceptable and not acceptable to write about students. I talk about being in the place of the parent, putting themselves in the other’s shoes.”

4.8.4 Relevance of Josephite principles in leadership practice.

All six Principals identified Josephite principles as relevant in animating their leadership practice. As one Principal stated: “the relevance of the tradition says a lot about the spirit of Mary MacKillop and St Joseph. The very clear principles in the tradition are timeless, I don’t think there is anything that has not stood the weather of time, and they are the real deep-down things”. Another Principal noted: “the

principles that underpin the Josephite philosophy of education have not changed; it is just about re-imagining it for the current context”. Several Principals described drawing on the principles as a means of integrating faith and learning in their educational practice. As one Principal remarked: “there is a need for drawing on what is good and sustaining and is very much grounded in our faith tradition and expressed contemporarily”.

One Principal summarised the importance of re-imagining the Josephite tradition when responding as a leader to external challenges where inequity and injustice was prevalent. She noted: “I think the idea of someone being out there like Mary MacKillop to challenge the status quo, to challenge authority to serve marginalised people, will always be necessary. Advocacy for people who do not have a voice is critical.” Several Principals highlighted the ongoing manifestation of need in their respective community. As one Principal

summarised:

The need is expressed in all kinds of different ways; it might be spiritual poverty,